Faculty and administrative perceptions of post-secondary occupational technical staff development

Date

1985

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Abstract

Problem and Purpose. Occupational technical educators are expected to prepare individuals for employment. In addition to the general teaching skills needed by all faculty, the occupational technical instructors in community colleges must continually address the technological changes in the occupational field, the changes in theories and concepts used in the occupational field, and stay abreast of employment trends. Research focusing on staff development is abundant, but there is a lack of research addressing the topics that should be included in staff development activities for community college occupational technical faculty. The purposes of this study were to investigate (1) faculty and administrative perceptions of the extent to which it is important to include topics relating to technology, employment trends, and knowledge in staff development activities for occupational technical faculty, (2) faculty and administrative perceptions of the extent to which topics relating to technology, knowledge and/or employment trends in the occupational field are currently included in staff development activities for the occupational technical faculty, and (3) to compare the perceptions of faculty who participate in staff development programs with the perceptions of administrators who plan for or approve faculty participation in such programs. Research Design and Methodology. A survey instrument was used to gather the data concerning faculty and administrative perceptions of topics relating to technology, knowledge, and employment trends in staff development activities. The data were used to respond to four research questions and test four hypotheses. Study participants included occupational technical faculty and administrators of ten Texas post-secondary institutions. The institutions varied according to location and size of student population. Major Finding and Conclusions. Findings as a result of this study indicate that faculty and administrators do not differ significantly in their opinions of the extent to which it is important to include topics relating to technology, knowledge, and employment trends in staff development. And, there is not a significant difference in faculty and administrative perceptions of the extent to which topics relating to technology are currently included in staff development activities. However, there is a significant difference in faculty and administrators’ perceptions of the extent to which topics relating to knowledge and employment trends are currently included in staff development activities. Administrators perceived that these topics are included more often than did faculty. And, the responsibility for staff development may not be assumed by either the individual faculty member or the institution according to the findings of this study. While the conclusions were based on a 51 percent majority response rate, at least 30 percent of the faculty and administrators’ responses did not agree with the majority of the participants. The major implication from the findings is that the administrators and faculty would be wise to work as a team to plan and implement staff development activities. Through a joint effort, the students will benefit because the faculty will have an opportunity to up date their knowledge and skills necessary in order to equip students to obtain and retain productive positions in business and industry.

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Keywords

College teachers--In-service training, Junior colleges--Faculty--In-service training, Occupational training

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