Literaturnachweis - Detailanzeige
| Autor/in | Neasham, Ernest Roy |
|---|---|
| Titel | Faculty Acceptance of Organizational Values in the Junior College as Indicated by Disposition toward Vocational Education. |
| Quelle | (1968), (276 Seiten) Ed.D. Dissertation, California University at Berkeley... |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Doctoral Dissertations; Organizational Climate; Professional Personnel; Questionnaires; Role Perception; Teacher Administrator Relationship; Teacher Attitudes; Two Year Colleges; Values; Vocational Education |
| Abstract | With the general purpose of determining the junior college teacher's degree of acceptance of the public comprehensive junior college, three specific objectives of this study were: (1) to determine faculty acceptance of that part of the terminal function that can be designated as vocational education, (2) to determine if acceptance of vocational education as a part of the curriculum is related to the acceptance of their ideological principles, and (3) to study the problem of identifying teachers who support the organizational ideology. The population for the study included all of the full-time professional staff members with teaching assignments in three California public comprehensive colleges, and data were obtained by means of a self-administering questionnaire. Specific conclusions were that: (1) most teachers acknowledge the legitimacy of the vocational education function, (2) those more favorable to vocational education are also more favorable to the organization ideology, (3) more teachers acknowledge the legitimacy of vocational programs with low theoretical stress than those of high stress, (4) teachers tend to be oriented toward establishment views, and (5) teachers with 3 years or less service are more favorable toward bureaucratic values. (GEB) |
| Anmerkungen | University Microfilms, Inc., P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 69-3547, MF $4.00; Xerography $10.00) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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