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|Title:||Perceived Needs for Professional Development and Support by Beginning Home Economics Teachers|
|Author(s):||Sinder, Marilyn Frederick|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Home Economics|
|Abstract:||The purpose of this study was to determine the perceived professional development and support needs of beginning home economics teachers and to determine how professional development and support are being utilized by beginning home economics teachers. This study consisted of all full time secondary home economics teachers with three or fewer years of experience who were teaching in downstate Illinois.
Beginning home economics teachers identified "student motivation" as their greatest professional development need followed by "stress management." "Gifted education" and "education of the mentally handicapped" ranked highest in the perceived need for additional knowledge. There were no significant differences between professional development needs and number of years of teaching experience or years expected to remain in teaching.
The professional development activities that were most frequently utilized were "consultant with department head" followed by "faculty meetings." "Meetings for sharing ideas with other teachers" was perceived as the most helpful form of professional development followed by "professional meetings." As the number of years of teaching experience increased, so did participation in "school inservice," "professional meetings," "meetings with state consultants," and "faculty meetings."
"Acceptance of the importance of the subject matter I teach" was identified as their greatest need for additional support followed by "feedback on my teaching" and "help in reducing my workload." "Praise or positive reinforcement" and "acceptance of the importance of the subject matter I teach" ranked highest as areas where additional support was needed. As experience increased, the perceived need for "help in understanding my teaching role" and "ways to prevent the need for keeping up false pretenses" decreased. The perceived needs for "recognition and respect from staff and students" and "opportunity to talk about my professional problems" were higher during the first year, dropped during the second year, and rose during the third year.
Additional support with "help in boosting my morale" decreased as the number of years expected to remain in teaching increased. The greatest need for "help in knowing who to trust" was expressed by teachers with five to nine years experience. As years expected to remain in teaching increased, the need for "praise and positive reinforcement" decreased.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|