DOCONENT RESOBE

.ED 164 813 ,CE 018 281iAUTHOR Sage, JamesE.TIT4 . Personality and Self Concept Profiles of Non-Degreed'

T&I Teachers.INSTITUTION Ohid State Univ., Columbus. Dept. tot Vocational

Technical Education.SPANS AGENCY Ohio. State Univ., Columbus. Coll. of Education.'

..PUB DATE Hat 7.8, 4 .

NOTE '17p.; Not available in hard copy due to lightPrint

EDRS'PRICE 11F-$0.83 Plus Postage. NC Not Available from EDRS.DESCRIPTORS , Atea,Vocational Schools; Dropouts; Inservice Teacher

.Educition; Postsecondary Education; *PsydhologicalPatterns; Secondary'Education; *Self Concept Tests;Teacher Attitudes; Tenure; *Trade and IndustrialTeachers; *Vocational Education

IDENTIFIERS Degreed Teachers; Ohio'

ABSTRACTThis two - -year `study utilized the Tennessee Self

Concept Scale and the Edwards Personal Preference Schedule to:determine the, self-concepts anCpersonalities of the newly employed,non-degreed trade.and industrial teachers in Central and SoutheastOhio s vocational programs. The ptofiles were generated t6.rpflectthose teaChers who continued into their second year of vocational.teaching as compared to those.who terminated or had their employmentterminated during their first year of vocational teaching. Theresults indicatethat two sets Of teachers have different"psychologital Otofiles. (Author/CSS)

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* . Rep &lotions supplied by EDRS/are the best. that can be made * _..*, 4-., ',' from the original document. , ,*

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Personality And Self Concepi Profilesof Non4degreed MI Teachers

ti

James E..SageAssistant,Professor

Faculty for Vocational-Technical EducationThe Ohio State UniversityColumbus, Ohio 43210

1. Carr, Earl. Personal Interview and ,

.Data Summary, March 1978.

(Funded by the College of Educton, Research Committee,

The Ohio State iversity

O.S. DEPARTMENT OP HEALTH.EDUCATION WELFARENATIONAL INSTITUTE OP

EDUCATION

THIS DOCUMENT HAS SEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATOM IT POINTS Of vim on OPINIONSSTATED 00 NOT NECESSDRILY WOWSENT OFFICIAL NATIONAL INSTITUTE OP

CATION. POSI TION OR POLICY

#

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN 'GRANTED BY

ii.

Running Head: on degreed.Teacher Profi-le

//4/

es .6TO/THE EDUCATIONALRESOURCESINPORMAITION CENTER (ERIC) -AND

,,USERS OF THE ERIC SYSTEM."

2

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4

&siract

Non degreedTeacherProfile 1

This two year study utilized. the Tenneiset Self Concept Scale, .

and the. Edwards(Perswl,Preferente Schedule to determine the self

concepts and'perw0 malitie,:s of the newly employed,'non-degreed trade

and industrial teachers in Central and Souiheast Ohio's vocational

The iirofiles were geneiata to reflect those teachers who

con 'MAO into their .second year of vocational teaching. as compared

.t those who terminated'or had their employment inaied during

programs.

thei,r.first yea of vocational teaching. The reSulis indicate that;1 a.

two sets of teachers have different psychologiCal profiles.

1.

3

Personality and 'Self Concept Profiles'ofNon -degreed TM teachers

Non degreed.TeacherProfile 2 . .

Bradley and .DuCette (1976). indicated that it is dangerous to-

generalize research on school teachers to vocational teachers:because

/4,they were somewhitdifferent. Bowden (1972) suggested that. Alexander

might have recognized this 'when he requested further studies of teacher

attitudes.4110

-.Lindgren' -19.6.4, p. 30) indicates that the self concept:is a patternQ

of attitudes ,gene'rated by one's expectation4. HegOes-on to say that

the self concept is for the most part consistent with the individual's

gene(r6T-thode of thinking, feeling, and acting (p: 42.) while'interacting

with his/her motivation, learning, task'as and job performarke, and environ- °

ment (Bass and Ba on, 1966; Baron and Bass, 1969; Rogers, 1951; and

Schaffer and Shoben, 956). Fitts (1972) also indicates that the self'

concept is a significant factor in those activities, and has long been

!recognized by vocational psychologist's (p. 69).

Personality (Allport, 1955) is an interrelationship,of forces that

are continually changing and'developing and that control and are affeIted

by both the physiological and the mental processes. One aspect If per-

inner structu-re'.sonality is cha'racter; the

attitudes , and beliefs that make it vital and essential each of us

,(Lingren, 1964). Comb and Sn gg through their work on teaching relation-.

of the self, its values

ships, found that self enhanc 61ent leads to an adequate personality, which,

in turn, is characterized by a positive view of self, thi ability to ;ccept

oneself and others, ... (Ceccoh, 1968, p.'26).

Health, Education, and Welfare (Wiens

there is high mobility among non-degreed t

and Kay (1970) both indicate that the sour

of vocational.teacher mobility are not ful

The purpose of this ,study was to dete

Tennessee Self Concept Scale and the Edwar

could be used to determine population char

degreed trade and industrial teachers and

to their job tenure. It was predicted tha

their second year of vocational teaching-would have amore optimal self

concept score anewer personality needs as "compared to those teachers

who terminated or who had,their employ t terminated during their first

Non degreed.Teacher.Profile 3

1973) data indidate that

achers. But McNamara (1970)

es of supply and the auses

y understood.

ine whether or not the

s Personal Preferance Schedule

cteristics of a group of non-

hen relate these characteristics

the teachers who would commence

year of vocational teaching.

Method.

Subjects., Subjects of this investigative study were the newly

.employed 197$-1976non-Oegreed, in- service, trade and 'industrial teachers

61=114)-whowere participating in anintensive 20-day pre-service program

of-instructiona at The Ohio State University. The subjects were employed

in the comprehensive high schools and joint,vocational school programs

clf Central and Southeast Ohio. a

Procedure., The study was explained to the subjects during the first

day of their pre-service programs of instruction. Following the explanation

the researcher requested voluntary participationtin the study before

requesting demographic data from each subject.r

4

Nop-degived. Teacher

Profile 4

On the afternoon of the third day, the subjects were again,

requested to participate in the study by taking the Tennessee Self

Concept Scale, (Fitts, 1964), a relatively easy 100 item questionnaire

from the subjects' standpoint, yet it yields a large number of variables

and is a complex instrument for the researcher ... (Fitts, 1972, p. 3).

The scale was administered during the first hour following lunch.

'After a short break, the Edwards Personal Preference Schedule was

administered to the group. The Edwards Personal. Preference Schedule is

a relatively easy 200 item forced-choice questionnaire. This Schedule

did pose threat to some individuals.

To identify, those non-degree teachers who terminated or who had

their employment terminated, the researcher...checked the rosters for

each follow up program of instruction during June of the proceeding

summer. To verify the status of those identified, the itinerant-teacher

education certification reports to the state of Ohio were utilized.

Resul is

The data were gathered tgrough non-experimental techniques on a

population of 106 non-degreed trade and industrial.teachers at The Ohio.

State University. Profiles were generated by the Statistical Package

for the Social Sciences procedure (Nie, Hull, Jenkins, Steinbrenner,

Bent, 1970; chapten 17). Tests/ of significance were not used due to

the lack of sampling errors (Blayl ck, 1976, p. 238)...,

The typical 1975-1976 and 19716 -1977 non-degreed trade and industr'aldi

teacher who participated in Ohio State's 20-day pre-service program of

instruction, can be described as 40 years old with 17 1/2 years of

I

occupational experience, one year of post high school educed& and one year

1

7

.......

of previous teaching experiences. Refer to Table 1.

Insert Table 1 about here.

Non degreedTeachtf----Profile 5

Self Concept. The researcher used Fitts' (1972) "Optimal Rangers

for Tennessee Self Concept Scale Variables" (pp.4-9) to determine

41IPwhether or not the new, non-degreed; trade and industrial teacher's

Self concept was optimal. The self concept profile describes the

two'sub populations of public school trade and industrial teachers.

First, the 96 teachers who will commence their second year of public

school teaching produced a mean profile with 25 variables in the

optimal range, two in the sub-normal range and one that was deviant.

Refer to Figure 1. -

Insert Figure 1 about here.

4The ten public' school teachers' who terminated or had theie

employment terminated.)during their first year of public school

vocational teachin .produced a mean profile which'had 16 variables

in the optimal range, nine in the sub-normal range and two that

were de ant. Refer to Figure 2.

Insert Figure 2 about here

i.

C

_

N .

Non degreed.

.

Teacher.. -.. Profile 6

.

Personality. Comparisons) of the Edwards. Personal Preference

SZhkJule Scores for the continuing and terminated teachers revealed

several differences greater than 1/2 standard viation in mean and

median scores. As a group, the terminated teqc ers scored-higher on

the scales representing manifest needs for: ach evement, exhibition,

and autonomy. This group of teachers also scored lower on scales

'representing order and-nurturance..

On the achievement scale,-../the terminated teachers placed a higher

priority on the characteristic of doing one's best, being successful,

and on accomplishing something of great significance. Their performance

on exhibtion scale indicates that they have'higher manifest needs to

sap witty and,clever things, to to lk about personal adventures, and to

/\.

attract personal attention in other ways. On'autonoMY, these teachers

placed a higher value upon being able to 'Come and go' as th sire,

to say what they-think aboutthings en4 to be independent of o rs irl

making decisions.. These teachers will also be more likely to be critical

of those in positions of authority while avoiding obligations and reipon-,

sibility themselves. Their performance on the order scale indicates thatp

they have a lower manifest need for having their work neat and organized

-azisi for planning in advance, On the nurturance scale, they placed less

need on helping others eg: expressing kindness, sympatily, and affection;

and,fo be a confidant to others with personal problems.

Insert Table about here

%C.

1

Discussitn

The data collected on the OUblic:school trade and indus arteachers,

during this investigative study, suOports the-

that optima self concept scores, personaliy

Non degreedTeacherProfile 7

are relkte

researcher's pre fction

variables and job tenure

Iilththe comparisons made between the teachers which terminated,'

and those to which remained On both instruments, both groups were, found

to be within the adult forms. Thus, the comparisons-are only relative.

The demographic variables.also yielded. some important insights':

)(The teachers who continued their employment were 40 years old with, 7

years of 'occupational experiente with one'year of previous teaching

experidlice and one year of post high schooT\education. The tubpopulation,

that left teaching was 44 years old with 23 .years of .occupational

experience with one year of previous teaching experience and one year

of post high school. education.

With further study into the years of-oc,cupational experience, the

eight identified Tennessee Concept Scale Variables, and the five Edward .

Personal Preference Varables this data could be,used by itinerant

teacher education staffs in Identifying potential dropouts from their

in-service teacher education program, for purposes of individual counseling

. and program development to meet thqr speCific,need and possibly in the,, .

future as a pre-employment insttent.(

S

4«

Non degreedTeacherProfile 8

References

Allport, G.W. Becoming: Baoic Considerations of Personality. NewHaven: Yale University Press, 1955.

Baron, R.M. & Bais, A.R. The Role of Social Reinforcement Parametersin Improving. Task Performance andielf fir11771iaLIenort. U.S.Department of Labor, Contract NUWEii. 81-24=66-6-47. Department of.Psychology, Wayne State University, 1969.

Bass, A.R. & Baron, A.M. The Role of Social Reinforcement Parametersin Facilitating Traihee R61-T$Jation Learning, and Job-Performance.'Progress Report,.U.S. Department of Labor, Wayne^kiate University,December, 19.

Blalock, H.M. . Social Statistics. 2nd Edition. New York: McGraw-HillBook Company:T-476.

Bowden, S. "Expressed Willinoness.and Competence of Home EcememicsTeachers to Instruct OCcdpational Classes". ERIC Microfiche, 1972ED087862.

& DuCette, J. "The Ideal Child and Successful Student:A Comparison'of the Perceptions of Trade and IndustrialTeachers vs.General Education Teaghers." Journal of Industrial Teacher Education,1976, 13 (2); 57-63. fs

PeCecco, J.P. The Psychology of Learning and Instruction: EducationalPsychology. Eit5TiWood CLiffs, N.J. Prentice-H.111,-5c, 1968.

, .

Fitts, W.H. Tennessee Self Concept Scale. Nashville, TN:. CounselorReCordings,iidTests, 1964.

ritts, W.H. The Self Concept and Performane. Dede WAlace CenterMonograph, Nashville, TN, April, 1972, No.V.

Kay, E.R. Vocational Education: Characteristics of Teachers and Students1969. Washington, D.C.: U.S. Government Printing Office, 1970.

Lindgrel, N.C. Psychology of rfersonal Development. New York: AmericanCook Company, 1964.

McNamaa, J.F, A Mathematical Modcil for tie cfficient Allocation ofVocational Technical Education Funds. Hartqsburg, PA: PennsylvaniaDepartment of Edufation;1970..

IPti

Muncrief, M.C. Work Adjustment of Vocational educatiOn Teachrs.Unpublished Doctoral Dissertation, The Ohio State University, 1973.

Nie, H.H.Ed4tion

Rogers, C

Shaffer,Boston:

Wiens, A.tionalMicrofi

MOM 0011reedTeacherProfile 9

et. al. Stastical Package for the Soctal Sciences. 2nd. New YoriT McCi.aW=Till Book Company.AW.

.R." Client-Itentered Thpram. Boiion: Houghton-Mifflin, 1951:

L.E. & Shoben,Houghton-Mfflin,

E. "The CharacterisEducators by Specialche, 1973, ED085605.

Psychology of AdlystWent. 2nd Edition.1956.

tics of 'Mobs le`'' 'Stable' Occupa-ty and by Type of School." ERIC

Wolotsky, H., et. al. "Career Development in Head Start. CareerDevelopment Training Program. Part IIJ: Adult Development andAdult Learrng." ERIC Microfiche, 1970, ED072852.

Hon deveedTeacherProfile 10

Table 1

MEAN PROFILES FOR NON-DEGREEDTRADE ANII_INDUSTRIAL TEACHERS

VARIABLENAME I

,

POPULATIONMEAN :

ifiACHERSCONtINUING (N.96)

TEACHERTERMINATED (N,00)

-

MEAN MEDIAN MODE-

MEAN MEDIAN.

MODE.

Age

OccupationalExperience

Post H.S.Education

PreviousTeachingExperience

.

40.1

17.5

1.2

.9

39.7

16.9

1.2

.9'

38.7

12.2

p

.64

.24

29

10

0

o

0

1

44.4

23.2

1.2

1.1

43.5

24.5

.5

.3.

51

25

0

NO

e".

.12

Ad'

11.

.

- d

LJable .2

EPPS 7.Scores -for tpeTv Groups of Nofidureed

. T l Itachers;4,

v:v

ti

trod degreedTeacherProfile 11

S.

e -

I

EPPS Va-rtablesGS C -

AchievementDeference C

(Were,

Exhibition.AutonomyAffi 1 i ati on'

IntraceptionSuccoranceDominanceAbaseMentNurturanceChange

EnduranteHeterosexualityAggression

T-Scores for T-Scores forContilluing Teachers Terminating Teachers

51.

14.811,

47

494948465554

4955

4645

565249.

525545

SP.

48.

5054484952.

4646

-14

*difference greater than 1/2 SD

(N.--96)

13

(N..10)

/kJ

. Figure 1 ).

. .

t _

ProfileN6heet,

i

Describing Optimal, Subrormal, ltd Deviik Mean Scores

for the Non=degreed, Publii School, T A I Teachers

wSo Will Conrence'Their Second'Vear'of Teaching

9.

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1964.

2 Optimal Self Concept,Values

3 SubNormal Self Concept Values

4 Oeviant Self Concept:Values

°Population Mean

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