Nebraska vocational trade and industry teachers : a profile

Abstract

The purpose of this study was to provide a descriptive profile of Nebraska secondary and post-secondary vocational trade and industry teachers. The profile was then applied comparatively to provide important program and teacher assessment, evaluation, and planning perspectives for the educational administrator. A review of the literature revealed that three pertinent studies related to this topic had previously been conducted. They were: Fisher, Texas 1977, Barlow, California 1967, and Ernst, Minnesota 1965. The absence of a comprehensive study of Nebraska vocational trade and industry teachers substantiated the need for the study. Fisher's study of Texas vocational trade and industry teachers was utilized for analytical comparison purposes because of the timeliness of the data as compared to the studies of Barlow and Ernst. The study utilized a questionnaire mailed to 100 percent of Nebraska secondary and post-secondary vocational trade and industry teachers active during the 1978-79 school year. Questionnaires went to 152 Nebraska secondary and 265 Nebraska post-secondary teachers. There were 123 secondary respondents and 202 post-secondary respondents returning usable questionnaires. The total return rate was 87 percent, with a 78 percent usable return rate. Each respondent was asked to provide specific data in six areas: (1) socioeconomic data including age, sex, residence, and teaching salary; (2) academic education; (3) vocational education; (4) teaching experience; (5) vocational experience; and (6) instructional assignment. Each respondent was also asked to respond generally to seven topical areas: (1) teacher recruitment; program standardization; (3) industrial work experience; (4) teacher education; (5) teacher morale; (6) salary and (7) administrative roles. Three null hypotheses were then investigated based on those responses. 1. There is no significant difference between Nebraska and Texas secondary vocational trade and industry teacher. 2. There is no significant difference between Nebraska post-secondary and Texas secondary vocational trade and industry teachers. 3...