What do we mean when we speak of the organization of household activities? How do home managers vary in their styles of organization? How can these styles be identified ? The answers to these questions are suggested by research in which a valid and reliable instrument was developed to identify the organizational styles of home managers. Through the use of factor analysis as the statistical procedure, four organizational components, or factors, were identified as sources of variations among home managers and were tentatively named Task Standardization, Task Assignment, Task Regularization, and Task Arrangement. This paper includes a description of the conceptualization and development of the Organizational Activities Index, a discussion of factor analysis as a research tool and means of identifying components of home task organization, and suggestions for further research and use of the Organizational Activities Index.
Contributions ofteacher efficacy and past experiences to global education attitudes and practices of 78female Florida home economics teachers were studied. Teacher efficacy included twofacets: teaching efficacy as outcome expectancies and personal teaching efficacy as self‐efficacy expectations. Teacher efficacy was assessed in relation to expectations associated with teaching students about other cultural or ethnic groups. Past experiences referred to teachers' age, educational level, length of teaching in home economics, travel experiences to other world regions, and cumulative time spent outside the United States. Regression analyses revealed teaching efficacy to be the only significant predictor of teachers' global education attitudes, whereas personal teaching efficacy wasfound to be the only significant predictor of their global education practices. The overall modelsfor both ofthese analyses were significant. Findings were discussed on the basis of Bandura's self‐efficacy theory relative to the importance of aspects of teacher efficacy and past experiences in determining behavior.
This paper focuses on the professional development needs of a selected group of international students enrolled in home economics programmes in universities in the United States. It presents a rationale for professional communication as a means for maintaining professional competencies. It reports findings from a survey of students in which they reported their interest in and their perception of the availability of professional activities after return to the home country. Implications are then discussed and recommendations are made for supporting professional development and strengthening professional communication, thereby easing professional integration problems of international students.
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