This study focused on the recruitment attitudes and behaviors of home eco nomics teachers. The sample came from home economics teachers who attended the Virginia Vocational Teachers Conference in August of 1981. The instrument consisted of seven demographic information questions that were treated as in dependent variables for the study and 43 statements related to recruitment atti tudes and behaviors for public school and college/university home economics programs. The teachers who participated in this study were requested to respond to 43 recruitment statements on a four‐point, forced‐choice Likert scale. Data were analyzed with both a one‐way analysis of variance to test the relationship between the response value and the seven independent variables, and a post hoc analysis using the Scheffé test to identify the main source of the significance of the overall F‐ratio. Findings from the study indicate that (1) greater emphasis in pre‐service teacher education should be placed upon recruitment techniques, (2) home economics career education should be taught at the middle school or junior high level, and (3) college‐university home economics faculty should speak to public school classes about careers in home economics.
In 1974, the American Home Economics Association developed a basic list of pre professional and professional competencies needed for growth in home economics. The competencies were assigned no priority rankings but were divided into five classifica tions: Educational Philosophy and Home Economics, Research in Home Economics, Program Planning in Home Economics, The Educative Process in Home Economics, and Professional Role in Home Economics. For this study, a preliminary list of profes sional teaching competencies for Virginia home economics teachers was identified. The list was based upon a combination of the AHEA preprofessional and professional com petencies and was rated by teachers and teacher educators in the state of Virginia. Means were obtained to determine the highest rated competencies and a cluster analysis was performed to determine the priority rankings of the AHEA classifications of com petency as stressed by teachers and teacher educators employed in various educational settings. Competency statements were ranked differently by various groups of teachers and teacher educators. Therefore, it was concluded that an examination needs to be made of the differing needs of teachers who are employed in various educational settings in order to determine the priorities to be given to each of the AHEA classifications for that particular situation. However, the AHEA competency classifications can pro vide a basis for planning professional classes.
The influence of human development content in the preservice education of home economics teachers can be viewed from three perspectives: (1) as subject matter to be taught; (2) as those concepts of development which teachers need to know in order to plan, teach, and evaluate educational experiences for their students; and (3) as a means by which students can gain a better understanding of their own behavior and attitudes and the behavior and at titudes of others. From these perspectives, using guidelines developed by the researcher, a list of 105 competencies in human development was developed. The initial 105 competencies were submitted to human development specialists who were requested to scale each competency as related to its importance in the education of prospective home economics teachers. The list was then reduced, using response means and spread of distribution, to 40 competencies. The final list of 40 competencies was then submitted to home economics teacher educators who were requested to rank the importance of each competency in the preservice education of home economics teachers on a scale 1 = important, 7 = unimportant. The mean responses by human development specialists to the 40 competencies ranged from 1.213 to 2.794. The range of mean response by home economics teacher educators was 1.375 to 2.500; t‐test results showed a significant difference of assigned mean values for nine of the competencies. The pattern of responses by human development specialists indicated greater importance being placed upon competencies related to individual development than those related to family development while home economics teacher educators reversed this pattern.
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