sage, jamese. personality and self concept profiles of non … · personality and self concept...
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.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
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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN 'GRANTED BY
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Running Head: on degreed.Teacher Profi-le
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es .6TO/THE EDUCATIONALRESOURCESINPORMAITION CENTER (ERIC) -AND
,,USERS OF THE ERIC SYSTEM."
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&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.
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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
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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.
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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,
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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
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1 "Clinical Research Form" Counselor Recordings and Tests, Nashville, N,
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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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