FOR T R E'S U M

ED 011 290 VT 000 908ESTIMATING THE HUMAN RESOURCES FOR RESEARCH IN OCCUPATIONALEDUCATION IN MINNESOTA.BY- PUCEL, DAVID J. AND OTHERSMINNESOTA UNIV., MINNEAPOLIS

ab -46&.

PUB DATE 66EDRS PRICE MF-$0.09 HC -$0.96 24P.

DESCRIPTORS- *EDUCATIONAL RESEARCH, *VOCATIONAL EDUCATION,QUESTIONNAIRES, SURVEYS, *ADMINISTRATOR ATTITUDES, *TEACHERATTITUDES, RESEARCH SKILLS, PRACTICAL ARTS, COUNSELORS,INTEREST RESEARCH, TEACHERS, EDUCATIONAL PROGRAMS,MINNEAPOLIS

ONE SURVEY IDENTIFIES EDUCATORS IN MINNESOTA WHO AREINTERESTED IN CONDUCTING OR RECEIVING TRAINING FOR RESEARCHIN OCCUPATIONAL EDUCATION AND ESTIMATES THEIR PRESENT LEVELOF RESEARCH COMPETENCE. A SECOND SURVEY IDENTIFIES THEEDUCATIONAL ADMINISTRATORS IN THE STATE WHO HAVE SUPPORTIVEATTITUDES TOWARD THEIR STAFF'S PARTICIPATION IN OCCUPATIONALEDUCATION RESEARCH. QUESTIONNAIRES WERE MAILED TO 5,441PERSONS -- (1) ALL THE VOCATIONAL AND PRACTICAL ARTSEDUCATORS AND GUIDANCE COUNSELORS IN THE STATE AT THE JUNIOR,SENIOR, AND POST HIGH SCHOOL LEVEL, AND (2) EDUCATORS INRELATED FIELDS IN COLLEGES. OF THIS GROUP, 454 (8.2 PERCENT)EXPRESSED AN INTEREST IN RESEARCHI,AND 410 EXPRESSED A DESIRETO RECEIVE ADDITIONAL RESEARCH TRAINING. OF THOSE WHOEXPRESSED AN INTEREST, 48 PERCENT HAD ADEQUATE RESEARCHEXPERIENCE. THE MOST INTERESTED PERSONS WERE IN INDUSTRIALARTS, GUIDANCE, AND BUSINESS AND DISTRIBUTIVE EDUCATION. THEPOPULATION OF THE SECOND SURVEY CONSISTED OF SUPERINTENDENTS,PRINCIPALS, DIRECTORS, DEANS, AND DEPARTMENT HEADS (648 OF1,186 RESPONDED). APPROXIMATELY 54 PERCENT OF THE EDUCATIONALADMINISTRATORS HAD SUPPORTIVE ATTITUDES TOWARD RESEARCH INOCCUPATIONAL EDUCATION. THEY PERCEIVED THE AVAILABILITY OF-LOCAL SUPPORT AS THE MAJOR OBSTACLE FOR INITIATINGOCCUPATIONAL EDUCATION RESEARCH PROJECTS. (Ft)

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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

ESTIMATING THE HUMAN RESOURCES

FOR RESEARCH IN

OCCUPATIONAL EDUCATION iN MINNESOTA

David J. PucelBrandon B. Smith

Marshall S. HahnWillard F. Bailey Jr.

1966

The research reported herein was conducted

and distributed by the personnel of the

MINNESOTA RESEARCH. COORDINATION UNITIN OCCUPATIONAL EDUCATION

UNIVERSITY OF MINNESOTAMinneapolis, Minnesota

'77-'7"i7.11.tr17'1"41.77"1,

TABLE OF CONTENTS

Page

LIST OF TABLES iii

FOREWORD iv

CHAPTER

I. THE FIRST SURVEY 1

The Problem 1Definitions 1Objectives 1Methodology 2Findings 3Conclusions 5

II. THE SECOND SURVEY 7

The Problem 0 0 G 9 7Objectives 7Methodology 7Findings 8Conclusions 13.

31.-

III. IMPLICATIONS 15

APPENDIX A: POST CARD QUESTIONNAIRE TO OCCUPATIONALEDUCATION PERSONNEL 16

APPENDIX B: POST CARD QUESTIONNAIRE TO ADMINISTRATORS 17

517

P'ettlt -.,

ta;1-121

LIST OF TABLES

Page

1. Numbers and Percents of Persons Expressing anInterest in Conducting Research and/or AcquiringFurther Research Training by Area of Specialization 4

2. Numbers and Percents of Research Interested Personsby Level of Research Competence and Area ofSpecialization 6

Administrative Population, Response Rates, andPercents of Respcndents with Supportive AttitudesToward Various Aspects of Research 9

4. Numbers and Percents of Supportive AttitudeAdministrators Expressing Various Problems inInitiating Research

5. Response Frequencies of Supportive AdministratorsBy Administrative Position, to Three Problems inInitiating Research

6. Response Frequencies of Supportive AdministratorsBy School Size to the Problem of Staff Availability 12

10

11

Response Frequencies of Supportive AdministratorsBy School Size to the Problem of AdministeringProject Funds

8. Response Frequencies of Supportive AdministratorsBy School Size to the Problem of Availability of LocalProject Support

i i7

12

13

2

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FOREWORD

Every research coordination unit is faced with the task of stimu-lating and facilitating occupational education research in itsstate. To accomplish the task it may elect to work with well-known, competent researchers. Units may also choose to identifyand cultivate potential investigators as part of a long rangeeffort to increase the research resources in the state. Thisreport describes two coordinated survey studies that constitutean attempt to assess the current human resource potential foroccupational education research in Minnesota.

The first survey identifies educators in the State who are in-terested in conducting, and/or in receiving training for researchin occupational education, and estimates their present level ofresearch competence. The second survey identifies the educationaladministrators in the State who have supportive attitudes towardtheir staff's participation in occupational education research,and determines the kinds of problems the administration perceiveas barriers to initiating research in their schools or schoolsystems. By combining the findings 'of these two studies, theMinnesota Research Coordination Unit now knows administrators'attitudes and perceived problems in each school employinginterested potential researchers. This information will guidethe Unit's future stimulation and research training activities,and assist in making dissemination efforts more efficient.

Jerome Moss, Jr., Co-DirectorMinnesota Research Coordination

Unit in Occupational Education

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CHAPTER I

THE FIRST SURVEY

The Problem

The problem of the first survey was to identify those personsteaching in Minnesota in fields related to vocational and practicalarts education, including guidance counselors, who were eitherinterested in conducting research and/or in acquiring furtherresearch training. Since it was hoped that the group identifiedwould ultimately.. become involved in research, it was also necessaryto assess their research competencies.

Definitions

Research Interest: A response (returned questionnaire) was assumedto indicate that the respondent was interested in research, andconversely, a non-response indicated a lack of interest. Interestwas classified into categories of (1.) an interest in conductingresearch, (2) an interest in acquiring further research training,or (3) both of the above.

Research Competencies: A competent researcher was defined as aperson possessing both adequate academic preparation and researchexperience, (i.e. a person who is presumably prepared to undertakean experimental research project and carry it to completion with aminimum of technical assistance). On the basis of responses to thequestionnaire items (see Appendix A) persons were categorized intoone of three categories of academic research preparation: (1)adequate, (2) limited, and (3) inadequate, and one of two categoriesof research experience, (1) adequate, and (2) inadequate.

ObI ectives

As indicated in the problem statement the principal questions to beanswered by the study were:

1. Who are the persons in the population that areinterested in conducting research and/or inacquiring further research training in occupationaleducation?

2. Is there a sufficient number of persons in thepopulation interested in acquiring further researchtraining to justify the establishment of a researchtraining institute in occupational education?

-2-

3. What are the research competencies of those personsin the population expressing an interest in conductingresearch and/or in acquiring further research training?

Methodoloax

Population: The population surveyed consisted of a) all thevocational and practical arts educators in the State of Minnesota,1965-66, including guidance counselors, at the junior, senior andpost high school levels, and la) educators in "related" fields incollegiate institutions. The total population of 5441 personswas stratified according to their respective areas of specialization,(e.g. trade and industrial education, home economics education,business education, industrial arts education, counseling, etc.)

The Questionnaire and Mailinq_Procedures: One mailing was usedwithout a follow-up procedure in light of the assumption that aresponse indicated interest and no response indicated a lack ofinterest. The contents of the mailing to the total populationconsisted of a two- color, printed brochure announcing the estab-lishment and proposed purposes of the Minnesota Research CoordinationUnit in Occupational Education, and a printed business reply cardquestionnaire. The questionnaire contained a number of items aboutthe respondent's research interest and competence. Other itemswere designed to assess field of specialization and employinginstitution (see Appendix A.) All recipients were urged to com-plete and return the card if they possessed an interest in somephase of occupational education research or research training.

Determiniaa_Level of Research Competence: A panel of fiveexperienced researchers in the College of Education, Universityof Minnesota, agreed that a rough estimate could be made of anindividual's competence to conduct experimental research bydetermining the amount and kind of his academic preparation andresearch' experience. In order to evaluate academic preparationthe panel further agreed upon the appropriateness and relativeweights of the following factors:

(6) Inferential Statistics (6) Doctorate Degree(4) Research Methods Course (4) Masters Degree Plus(3) Research Assistantship (3) Masters Degree(2) Descriptive Statistics (2) Bachelors Degree Plus

(1) Bachelors Degree(0) No Degree

Recency of Research Preparation: (0) 1955 (1) 1956-60(2) 1961-65

"Adequate experimental researchers were defined as those respondentswho had a total score of 16-23 on the above factors; "limited"researchers were defined as respondents with total scores between7 and 15; "inadequate" researchers had total scores of 6 or less.

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444.14.144:4.4I+

At the panel's suggestion, the number and recency of studies com-pleted (including research to satisfy degree requirements) weremeasured to assess research experience. The following values wereassigned to numbers of studies completed: (0) none, (6) one, (10)two-four, (16) five or more. The date of the last study completeddetermined the recency of experience, and was evaluated as follows:(0) 1955 or before, (2) 1955-60, (4) 1961-65. Only two categoriesof respondents were identifiedon research experience. "Adequate"was defined as respondents with a total amount and recency score of10-20; "inadequate" had a total score of 9 or less.

No attempt was made to combine the evaluations of academic prepara-tion and research experience. Since no data were collected con-cerning the nature or quality of the research experience, it wasassumed that academic preparation would provide the primary basisfor evaluating competence to conduct experimental research. Researchexperience could then be used as suppleMental information. Asquestionnaires were received responses were converted to numericalvalues, and recorded on a summary card color coded by area ofspecialization.

Findings,

The findings are presented in terms of the objectives stated above.

Objective 1: Who are the persons in the population thatare interested in conducting research and/or in acquiringfurther research training in occupational education?

Table 1 contains a summary of the questionnaire returns classifiedaccording to expressed research interests by areas of specialization.

Four hundred fifty four people, or 8.2% of the total population,expressed an interest in research. Of this group, 9.7% wereinterested in only conducting research, 11% in only acquiringresearch training and 79.3% in both conducting research andacquiring further research training.

Objective 2: Is there a sufficient number of personsin the population interested in acquiring furtherresearch training to justify the establishment of aninstitute for occupational education research?

Since 360 people indicated an interest in both conducting researchand acquiring further training and 50 persons indicated an interestin only acquiring further training, a total of 410 persons in theState expressed a desire to receive additional research training.This appears to be a suffidient number to warrant the establishmentof a 'research training.institute.1

'A seven week institute in occupational education researchsponsored by the U.S. Office of Education was conducted by the Unitduring the 1966 summer session. Eighty applications were receivedfrom the 410 persons identified in the study.

77715777.077r4,7

NUMBERS

AND

PERCENTS

OF

PERSONS

EXPRESSING

AN

INTEREST

IN

CONDUCTING

RESEARCH

AND/OR

ACQUIRING

FURTHER

RESEARCH

TRAINING

BY

AREA

OF

SPECIALIZATION

Area

of

Specialization

No.

Sent

No.

Returns

%of

Conduct

Acquire

Training

Both

Returns

No.

:.

No.

%No.

Administration

andMiscellaneous

Agricultural

Education

Business

and

Distributive

472

32

6.8

6

18.8

2

62

24

75

0

380

1455

55

81

14.5

5.6

5 69.1

7.4

6 11

10.9 13

6

44 64

80.0

79.0

Education

Guidance

687

109

15.9

10

9.2

8.2

82

6Home

Economics

Education

963

31

3.2

05 -

16.1

26

83.9

.Industrial

Arts

Education

1188

126

98

77,08

Trade

and

Industrial Education

OVERALL

TOTAL

396

5541

20

454

8.2

2 44

10.0

9.7

4 50

20.G 11

14 360

70.0

79.3

Obj ective 3: What are the, research competencies ofthose persons in the population expressing an-interestin conducting research and/or in acquiring furthertraining?

In Table 2, the numerically weighted responses to the researchcompetency items are combined and related to area of specialization.

The sum of percentages of columns Al B, and C indicates that about48% of the respondents have adequate research experience, and thatabout 52% have inadequate research experience.

The sums of total percentages in column A and D, B and E, and C andF reveal that approximately 7% have adequate academic preparation,34% limited preparation, and 59% inadequate preparation, respectively.

Conclusions

1. The individuals completing and returning the post cardquestionnaire have expressed their interest in conducting researchand/or in acquiring further research training in occupationaleducation. The limited number of responses, however, indicates thatpersons related to occupational education in Minnesota are generallynot strongly motivated to participate in research activities. Amongthe various areas of specialization within occupational education,the greatest numbers of interested individuals are in industrialarts, guidance, and business and distributive education.

2. The numbers of persons expressing a desire to acquirefurther research training appears to justify an attempt to providea research training in- stitute in occupational education.

3. Most of the persons expressing an interest in occupationaleducation research lack the academic preparation judged necessaryto conduct useful experimental studies. The most fruitful sourceof interested competent researchers is now in the area of guidance.

Table 2

NUMBERS AND PERCENTS OF RESEARCH INTERESTED PERSONS BY

LEVEL OF RESEARCH COMPETENCE AND AREA OF SPECIALIZATION

(N=454)

Area of Specialization

Adequate Research Experience

Inadequate Research Experience

Adequate

LiMited

Preparation Preparation

(A)

(B)

Inadequate

Preparation

(C)

No.

N

Administration and

Miscellaneous (32)

Agricultural Education (55)

Business and Distributive

Education (81)

Guidance (109)

Home Economics. Education

(31)

Industrial Arts Education

(126)

Trade and Industrial

Education (20)

3

10

21.8

6

1.81

10

3.7

9.2

OVERALL TOTALS

26

0 3.2

5.0

5.8

18

38

27

No.

Adequate

Preparation

18.8

618.8

18.2

15

27.3

22.2

12

14.8

34.9

27

24.8

05

16.1

21.4

18

14.3

15.0

630.0

102

(D)

Limited

Preparation

(E)

Inadequate

Preparation

(F)

No.

No.

No.

%

1.2

.9

1.6

22.5

89

19.6

8

17

15

53

15.6

3.6

9.9

15.6

16.1

11.9

5.0

11.7

_8 27

39

16

21

60 9

180

25 0

0`

49:1

48.2

14..7

67.7

47.6

45.0

39.6

-7',17174,"

CHAPTER II

THE SECOND SURVEY

The Problem

Pbe

The'principal purpose of the second survey was to determine theattitudes of educational administrators in the State toward occupa-tional education research in general, and more specifically, towardtheir own staff's actual involvement in it. Since an actual admin-istrative decision to approve the conduct of a study is a functionof particular modifying conditions as well as attitude towardresearch, the survey assessed problems perceived by administratorsin their respective institutions for the conduct of research.These problems were then related to size of school and the admin-istratiVe position of the respondent.

Objectives

The three major questions to be answered by the study were:

1. Who are the educational administrators in the Statewho have supportive attitudes toward occupationaleducation research in general, and more specifically,toward their own staff's involvement in it?

2. What are the problems the supportive attitudeadministrators perceive as barriers to the conduct ofoccupational education research in their schools orschool system?

3. Is there a relationship between the perceivedprpblems identified above, the supportive admin-istrator's position, and size of school?

Methodolclax

Population: The population consisted of all the a) superintendentsof public school districts, b) principals of public junior andsenior high schools, c) deans and heads of departments related tooccupational education in the University, junior colleges, statecolleges, and private colleges, and d) directors of public andprivate vocational-technical schools in the State of Minnesotaduring the 1965-66 academic year.

The Questionnaires Administrators' attitudes toward research andthe problems they perceived in conducting studies in their schoolswere elicited by a printed post card questionnaire (Appendix B).

.1.44,4141,4A-,

,77.771'7,77.

Four selection type items determined the respondent's positive ornegative attitudes toward research in general, occupatiOnal educationresearch, and their own staff's involvement in either the conduct ofor training for occupational education research. Four additionalselection and one supply item were used to determine administrativereasons for,not giving complete encouragement to proposed,researchprojects., The selection items 'dealt with staff availability of local.project support while the supply 'item permitted the addition. ofother perceived problems. Information concerning the respondent'sadministrative position and the type and size of his school wasalso secured by the questionnaire.

Procedures: The printed post card questionnaire was mailed to thetotal population together with a printed two-color brochure en-titled, "Funds Available for Research in Occupational Education."The brochure announced the establishment of the Minnesota ResearchCoordination Unit in Occupational Education and outlined theavailability of government research funds and the procedures tobe used in applying for them. The scope of occupational educationresearch was described in the brochure as "... projects designed tohelp present and prospective members of the labor force acquire theknowledge, skills, and characteristics necessary to contribute tothe nation's economic progress." At intervals of approximatelyfour weeks, two follow-up letters were mailed to non-respondents.The completed returned questionnaires were coded for administrativeposition, school district, size of schoo12, and perceived problemcategories.

Analysis: The chi-square statistic at the specified .05 level ofsignificance was used to test for relationships between theproblems perceived by administrators, their positions, and thesize of their schools. Since the chi-squa7.e statistic is mostreliable with a minimum frequency of five cases per cell, manypotential relationships were not tested; type of School was amongthose variables excluded because of this limitation.

Findings,

The findings are presented in terms of the objectives.

Objective 1: Who are the educational administratorsin the State who have supportive attitudes towardoccupational education research in general, and morespecifically, toward their own staff's involvementin it?

2(1) 1-99 students; (2) 100-199 students; (3) 200-499 students;(4) 500-999 students; (5) 1000-1999 students; (6) 2000-4999 students;(7) 5000-9999 students; (8) 10,000 and over.

*RV

Table 3

ADMINISTRATIVE POPULATION, RESPONSE

RATES, AND PERCENTS OF RESPONDENTS WITH

SUPPORTIVE ATTITUDES TOWARD VARIOUS ASPECTS

OF RESEARCH

Percents of Respondents with

Supportive Attitudes Toward:.

Administrative

Population

Responses

Educational

Research in

Staff Participation

Staff Participation

Position

Research

Occup. Educ.

in Occup. Education

in Training for

Research

Occup. Ed. Research

No.

%No.

%No.

%No.

%No.

Superintendents

347

265

76.4

265

100.0

265

100.0

258

97.4

255

96.2

Principals and

Directors

765

356

46.5

355

99.7

355

99.7

350

98.6

344

96.7

Deans and

Department

Head

74

27

36.5

27

100.0

27

100.0

24

88.9

20

74.1

TOTAL

1186

648

54.6

647

99.8

647

99.8

632

97.5

619

95.5

The population is presented, in Table 3 by administrative position,response rates to the questionnaire, and percents of respondentswith expressed supportive attitudes toward various aspects ofresearch. The 54.6% of administrators who responded to thequestionnaire were overwhelmingly' in favor of educational research,research in occupational education, and their own staff's participation in occupational education research and research training.It is likely, however, that the 45.4% of nonresponding administrators were less favorably disposed toward research.

Oblect,ive 2: What are the problems supportive attitudeadministrators perceive as barriers to the conduct ofoccupational education research in their schools orschool systems?

Table 4 shows the numbers and percents of supportive attitude administrators, by position, who felt their institutions would encountercertain problems in initiating occupational education research.

Table 4

NUMBERS AND PERCENTS OF SUPPORTIVE ATTITUDE ADMINISTRATORSEXPRESSING VARIOUS PROBLEMS IN INITIATING RESEARCH

(N=648)

AdministrativePosition

StaffQualifications

StaffAvailability

Use of SchoolFacilities

Admin. ofProjectFunds

Availabilityof ProjectSu+ort

No. No. No. No. ' % No.

Superintendenw 16 6.0 24 9 2 10 3.8 100 37.7(265)

Principals andDirectors(350 8 2.2 32 8.9 0 0 24 5.6 118 33.0

Deans andDepartment.Heads (27) 0 0 14.8 0 0 3 11.1 6 22.2

TOTAL 24 3.7 60 9.3 2 .3 37 5.7 224 34.5f

The most serious obstacle to the initiation of occupational educationresearch, in the minds of administrators with supportive researchattitudes, is securing local contributions for the support of theproject. It is possible that this perception may be changed ifmade available to them.

1.181071,4(

Oblective 3: Is there a relationship between the.perceived problems identified, the supportiveadministrator's position, and size. of school?

Table 5 gives the response frequencies of the supportive adminis-trators categorized by administrative position and their. Ahreegreatest perceived problems-staff 'availability, administeringproject funds, and the availability of local project 'support.Because of insufficient expected frequencies, the administrativepositions of Deans and Department Heads have been combined withPrincipals and Directors.

Table 5

RESPONSE FREQUENCIES OF SUPPORTIVE ADMINISTRATORS BYADMINISTRATIVE POSITION, PROBLEMS IN INITIATING RESEARCH

Responses

Staff Availability Administering ProjectFunds

Availability ofLocal ProjectSupport

Superin-tendents

Principals,Directors,Deans andDept. Heads

Superin-tendents

PrincipalsDirectors,Deans andDept. Heads

Superin-tendents

PrincipDirectoDeans aDept. H

A Problem

No Problem

No Response

24

241

-

36

347

-

10

242

13

27

259

97

100

134

31

124

145

114

Application of the chi-square statistic reveals no relationshipbetween administrative position and the administrators perception ofwhether or Aot staff availability (time) is a problem.in initiatingresearch (xs" = .02, P = .90). Even though there is no significantrelationship between the superintendent group and the principal,director, dean and department head group, they agreed upon theextent of the problem. On the other hand, there are significantrelationships between administrative position and the three cate-gories of administrator responses to perceived problems of` 2adminis-tering project funds and availability of local support. (IX. = 52.8,P = .001, 'X,2 = 30.0, P = .01). These findings seem to indicate thatsuperintendents tend to respond more frequently to financialadministrative questionnaire items than principals, et. al., whichmight logically be expected because of their financial duties and

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-12-

responsibilities. Because it appeared that the chi-squarecalculations were unduly weighted by the "no response" frequency,separate calculations were necessary to assess the extent ofrelationship of only those who responded. There is a significantrelationship between the administrative groups in thei assessmentof problems involved in administering project funds ('0 = 6.26,P = .o2). Probably because of the nature of their duties andrespongibilities the superintendents may be more aware of themechanics of administering project funds, thus, they do notforesee this as a critical problem for initiating research. Onthe other hand there was no significant relationship between tnetwo administrative groups on their perception of the problem ofavailability of local support for research projects. (x..2 = .46,P = .50). This finding seems to indicate that administrators ingeneral, are not certain that local support for research projectscan be made available, thus, they tend to agree that this is aproblem for initiating research.

Tables 6, 7, and 8 present the frequencies of supportive adminis-trator's responses categorized by size of school and according totheir perceptions of the staff availability, administering projectfunds, and availability of local project support problems. Cate-gories of school size have been combined'where necessary to yielda minimum expected.frequency.of five per cell.

Table ,6

RESPONSE FREQUENCIES OF SUPPORTIVE ADMINISTRATORSBY SCHOOL SIZE TO THE PROBLEM OF STAFF AVAILABILITY

ResponseSchool Size

0 -99 100-199 [200-499 500-999 1000-1999

A Problem

No Problem

No Response

5

19

9

90

23

229

11

129

7

79

2000 andover

5

42

-11

-13-

Table 7

RESPONSE FREQUENCIES OF SUPPORTIVE ADMINISTRATORS BYSCHOOL SIZE TO THE PROBLEM OF ADMINISTERING PROJECT FUNDS

Response

School Size

0-199 200-499 500-999 1000 and over

A Problem 7 17 6 7

No Problem 95 201 109 96

No Response 21 34 25 30

Table 8

RESPONSE FREQUENCIES OF SUPPORTIVE ADMINISTRATORS BY SCHOOLSIZE TO THE PROBLEM OF AVAILABILITY OF LOCAL PROJECT SUPPORT

Response

School Size

2000 and over

A Problem

No Problem

No Response

The chi-square test revealed no relationship between school sizeand the administrators' responses to the perceived problems ofstaff availability or the administration of project funds 00 = 6.0,P = .50, X. = 3.4, P = .80). There is, however, significantrelationship between school size and the perceived problem ofavailability of project support (70 = 61.6, P = .01). Adminis-trators in schools with less than 500 students perceive a moredefinite local support problem than administrators in schoolswith 500 or more pupils; the latter group is less certain thatsupport will be a real problem.

7,77,.777prs,r-vv

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1

-14-

Conclusions

The followingfollowing conclusions are limited to the State of Minnesota:

1. Approximately 54% of the educational administrators in theState may be considered to have "supportive" attitudes towardresearch in occupational education and their own staff's participa-tion in occupational education research and research trainingactivities. The remaining 46% of administrators have questionableattitudes towards this type of staff activity.

2. Administrators with supportive attitudes presently perceivethe availability of local support as the major obstacle forinitiating occupational education researchrprojects in theirschools. Other perceived problems do not appear to be critical.

3. Superintendents seem more willing to make judgments andrespond more frequently to questions concerning the potentialfinancial policy problems of administering project funds andavailability of local support for projects than does the combinedgroup of principals, directors, deans and department heads.Superintendents also tend to be more optimistic about the problemof administering project funds. However, both groups tend toagree. hat obtaining local project support constitutes a problem.Administrators of schools with enrollments of less than 500 appearmore definite in their perception of a local support problem thanare administrators of schools with larger enrollments.

r .S7` , "`,1,f

r.

CHAPTER III

IMPLICATIONS

By combining the results of both surveys, the Unit has identifiedindividuals with an interest in research and research training, aswell as the attitudes and perceived. problems of their administrators'toward their participation in research activities. For the purposesof making future stimulation efforts more effective, the Unit maynow encourage certain persons to engage in particular types ofstudies, and provide relevant research training programs for others.The Unit may now also proceed with attempts to change attitudestoward research and to supply individuals with information thatwill dispel misconceptions about research requirements.. Specifically,the Unit should:

1. Meet with individuals identified as "competent"researchers with supportive administrators forthe purpose of involving them in the conduct ofresearch studies.

2. Provide research training institutes, fellowships,etc. for interested individuals who can benefitfrom them.

3. Supply administrators with information about themethods and requirements for securing researchfunds and contributing partial local support.

Engage in studies to discover feasible means forincreasing interest in occupational educationresearch among educational personnel in theState.

77'-'4.,7177777777771X

c..

16

Appendix A

POST CARD QUESTIONNAIRE TO OCCUPATIONAL EDUCATION PERSONNEL

Name

Address

Check the appropriate boxes:I. Interested in:

Conducting researchII. Preparation: Check all your

Descriptive StatisticsResearch AssistantNo DegreeMasters

Institution

Field of Specialization

Acquiring research training Bothformal educational experiences and attainments:

Inferential StatisticsResearch Methods Course

Bachelors Degree Bachelor PlusMasters Phis Doctorate

Institution providing majority of research related experience

Recency of preparation:Before 1955 1956 -60 1961-65

III. Experience: Total number of research studies completed or in progress requiringthe collection of original data (including degree fulfilling studies)

None One 2-4 5 or moreRecency of last study:

Before 1955 1956-60 1961-65

rati,va=.

,

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Appendix B

POST CARD QUESTIONNAIRE TO ADMINISTRATORS

After Reviewing the Brochure Complete All of the Items.The Opinions You Give Will Not Commit You or Your Institution in Any Way.

Name(Last) (First) (Middle)

Name of Institution

City

Type of Institution Jr. High Sr. High Jr. College State CollegePrivate College University Area Vocational School Private Tech. School

Position Principal Superintendent Department Head Dean

1. Do you believe that research should be conducted on educational problems? 0 Yes No2. Do you believe that research should be conducted on occupational education problems?(e.g. trade and industrial education, agricultural education, home economics education,

distributive education, industrial arts, business education) Yes No3. Does your staff presently include persons whom you feel are qualified to conduct research

in occupational education? Yes No4. Assuming that research training institutes were available, would you encourage certain

members of your staff to participate and become better qualified to conduct research inoccupational education? Yes No

5. Assuming a qualified researcher on your staff wishes to apply for a research grant to con-duct a study in occupational education:A. Do you consider this an appropriate activity for a member of your staff?

Yes NoB. Would you recommend that he be relieved of a portion of his teaching or other duties

if the grant refunded his salary for the amount of time he spent on the project?Yes 0 NoC. Would you allow him to utilize school facilities and conduct research during the summer

months? Yes NoD. Would your business office be permitted to administer the project funds for the re-search? Yes NoE. Do you believe your institution or school district would be willing to contribute towardthe support of a research project in one or more of the following forms? (e.g. all orpart of the salary of a faculty member for the time he spends on the project, overhead

costs, secretarial help, office supplies, etc. Yes' No(3. Are there any reasons not indicated above why you believe it would not be feasible for

personnel at your school to conduct re zn..irch in occupational education? (Please note briefly)

( °) Fold, Staple and Mail.

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