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|Title:||An Exploratory Study of the Factors Affecting Socialization of Beginning Home Economics Teachers Into the Teaching Profession|
|Author(s):||Block, Mary Ann Christiansen|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Home Economics|
|Abstract:||This study was undertaken to determine some of the factors affecting the socialization of beginning home economics teachers into the profession. The research used the naturalistic method. Case studies were developed using eight beginning home economics teachers who had graduated from state universities during the 1981-82 academic year. Three data collection methods were used: self-report forms, questionnaire, and on-site interview with each beginning teacher, and observation by the researcher.
The findings show that the experiences which tended to socialize the teacher can be classified as experiences with students, with administrators, and with other teachers. The experiences with students were encountered in classes and during the supervision of extra-curricular activities. The most noticeable things about these experiences were: (1) frequently the teacher perceived a difference between their values and the students'; (2) teachers were often intolerant of the student differences; (3) evaluation of students was problematic for the teachers; (4) teachers had difficulty achieving effective classroom management.
Experiences which centered around the school's administrator which helped to socialize the beginning teacher were the: (1) creation of the teacher's work load; (2) fostering of the socio-emotional environment; and (3) establishing of relationships with the teachers and between the teachers. Other teachers in the school help the first year teacher to become socialized by: (1) creating a socio-emotional environment; (2) developing personal relationships with the teachers; and (3) providing help in learning school and community routines and procedures.
Some of the recommendations were: (1) provide courses or workshops on time and energy management for beginning teachers; (2) provide information on advising secondary youth organizations; (3) conduct research on the amount of influence in secondary classrooms provided by teachers and by students; (4) require work experiences for undergraduate students to acquaint them with other socio-cultural-economic individuals; (5) provide better undergraduate curriculum courses; and (6) develop material on creative use of existing resources.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|