An analysis of competencies needed by introductory data processing teachers as perceived by authorities and teachers of data processing

This study was designed to compile a rank-ordered list of competencies which introductory data processing teachers should possess and to analyze these competencies as perceived by data processing teachers and authorities in the field of business data processing. The list of competencies used in the initial questionnaire was developed through a review of related literature and from observations of practicing data processing teachers at the high school and junior college level. The population consisted of American and Canadian business data processing authorities and Texas high school and junior college teachers of introductory data processing. A three-questionnaire modification of the Delphi technique was used as a tool for gathering, organizing, and sharing opinions of the participants in the study. Participants were asked to rate, revise, and expand upon the first questionnaire which contained a partial list of competencies. In Questionnaire II, participants were asked to rate the revised and expanded list of competencies. The third questionnaire was identical to Questionnaire II except that a black square had been drawn around the rating reflecting the modal consensus and the respondent's rating had been encircled in red. Participants were asked to review their responses in relation to those of the modal consensus and either join the modal consensus or state briefly why they chose to remain outside the modal consensus. Using the chi-square, significance was determined at the .05 level of confidence on the responses of the three groups to the competency statements. Based on the findings of this study, three lists of competencies were developed. One list of competencies was rated crucial and highly desirable by business data processing authorities and Texas junior college teachers. The second list of competencies was rated crucial and highly desirable by both business data processing authorities and Texas high school teachers. The third list of competencies was rated crucial and highly desirable by a modal consensus of high school and junior college introductory data processing teachers. Also included in the lists were competencies which received a crucial or highly desirable rating by 50 percent or more of the respondents from either of the groups, but which were outside the modal consensus. [...]