Perceived Needs for Professional Development and Support by Beginning Home Economics Teachers
Sinder, Marilyn Frederick
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/69005
Description
Title
Perceived Needs for Professional Development and Support by Beginning Home Economics Teachers
Author(s)
Sinder, Marilyn Frederick
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
