The extent of perceived differences among chief instructional officers, principals, vocational directors, and vocational counselors about three characteristics of the marketing and distributive education program

Abstract

The purpose of this study was to provide a data base for marketing and distributive education to use in future research and in developing models and strategies for alleviating confusion about the image and identity of the M & DE program. The specific objective of the study was to determine if significant differences in perception existed among chief instructional officers, principals, vocational directors, and vocational counselors about the following: (1) the role and purpose of the M & DE program; (2) the scope and content of the M & DE curriculum; and (3) the effectiveness of the M & DE program in producing a credible product. An aggregate of 261 randomly selected administrators and counselors, identified by the Texas Education Agency, responded to a mailed questionnaire. Respondents were assessed using three demographic variables--years of experience, highest degree attained, and hours of vocational coursework. Then, they were assessed on their ratings of twenty-five attitude referent constructs. Eleven constructs dealt with the role and purpose of M & DE; six, the scope and content of its curriculum; and eight, its effectiveness in producing a credible product. Significant correlations between each of the demographic variables and respondents' ratings of each of the twenty-five constructs were also assessed. Results indicated significant differences were associated with the perceived role of M & DE as a work-study program. A significant negative correlation existed between hours of vocational coursework taken and the likelihood of respondents viewing M & DE as a work-study program. Significant positive correlations were found between hours of coursework in vocational education and agreement that (1) the scope and purpose of the M & DE curriculum has statewide applicability, and (2) the M & DE curriculum supports respondents' ideas of what an M & DE program should accomplish. Finally, significant differences were associated with M & DE's perceived production of students who can effectively function in a college or university setting. A significant positive correlation existed between hours of coursework taken in vocational education and the perception that M & DE produces competent, well-trained students.