A study of certain factors which contribute to good in-service education programmes for elementary teachers.
Date
1970
Authors
Lister, Roy Lloyd
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Abstract
Educational administrators at the elementary school level are faced with the problem of assisting members of their staffs in keeping abreast of the changes in curricula and methodology which continuously face all educators today. In-Service education programmes are, for most school districts, the usual means of assisting teachers in becoming familiar with such changes. The elementary teachers attending these programmmes bring with them a wide variation of experiences and formal training. Do in-service education activities generally meet the needs of such a varied group? The purpose of this study was to determine if differences of opinion regarding in-service education activities exist between beginning and experienced teachers, male and female teachers, or degreed and non-degreed teachers. A second purpose of the study was to identify those aspects of in-service activities which all teachers judge as contributing to the establishment and maintenance of a good in-service programme.
This study was conducted in a large urban school district (Greater Victoria) in the province of British Columbia.
The factors examined in the study, drawn from the related literature as being contributory to good in-service education programmes, are as follows: attitudes, motivation, planning, presentation, content, evaluation, time, and administrative involvement. The data gathered concerning each of these factors was submitted to the Kolmogorov-Smirnov Two-Sample Teat to determine if significant differences existed between the responses of each pair of groups being compared.
An analysis of the questionnaire responses indicated that there are few significant differences between the responses of the groups being compared. Where significant differences did occur, they were frequently in degree rather than in direction of response. The findings of the study are that real differences do exist between the opinions of beginning and experienced teachers regarding the discussion of classroom management at in-service activities and the scheduling of in-service programmes during the summer months; between male and female teachers regarding the discussion of child growth and development at in-service activities and administrative planning of in-service education programmes; and between degreed and non-degreed teachers concerning the motivational value of the discussion of philosophy at in-service education programmes.
A further analysis of the data revealed that all participants in the study share a high level of agreement concerning the following aspects of in-service education activities:
1. Elementary teachers agree that increasing attention to in-service activities which will promote their professional development is essential. However, attitudes concerning the positive values of in-service activities have not been firmly established.
2. Successful past experiences and encouragement from fellow teachers are the strongest motivational forces for stimulating attendance at in-service activities.
3. Practicing classroom teachers should identify those areas in need of attention at in-service activities. The planning of in-service programmes, however, should be a responsibility shared by educators at all levels.
4. The content of programmes should offer a balance between philosophy and teaching approaches. Areas of greatest interest have been identified as methodology, use of instructional aids and student study skills.
5. The elementary teachers of Greater Victoria have identified practicing classroom teachers as their first preference for resource persona to present in-service activities.
6. Elementary teachers strongly support the evaluation of in-service activities by teachers participating in the programmes. They have identified the three following areas as the most in need of evaluation: a) relevancy to teacher needs, b) adequacy of resource personnel, c) methods of presentation.
7. Teachers favour the utilization of release time or times partially release and partially after school hours for attendance at in-service activities.
8. The school administrator is seen as functioning best in a supportive role in connection with in-service activities. His role is seen as one who should stimulate interest in and reinforce in-service programmes.