Aspirations, Needs and Perceptions by Occupation and Sex of Office Personnel, High School Students, and Teachers.

Autor/in	Church, Olive D.
Institution	Wyoming Univ., Laramie. Coll. of Education.
Titel	Aspirations, Needs and Perceptions by Occupation and Sex of Office Personnel, High School Students, and Teachers.
Quelle	(1978), (200 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Business Education; Business Education Teachers; Educational Research; Employee Attitudes; Occupational Aspiration; Office Occupations Education; Office Practice; Questionnaires; Self Actualization; Sex Differences; Simulation; Student Evaluation; Student Experience; Teacher Evaluation; Vocational Education; Work Attitudes; Work Experience + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Bildungsforschung; Pädagogische Forschung; Arbeitnehmerinteresse; Berufsneigung; Berufsziel; Büro- und Verwaltungsschule; Bürowesen; Fragebogen; Self actualisation; Selbstverwirklichung; Sex difference; Geschlechtsunterschied; Simulation program; Simulationsprogramm; Schulnote; Studentische Bewertung; Studienerfahrung; Teacher appraisal; Lehrerbeurteilung; Ausbildung; Berufsbildung; Work attitude; Arbeitshaltung; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	A study was conducted to determine the aspirations, needs, and perceptions, by occupations and sex, of office personnel, high school students, and teachers in the Rocky Mountain region. There were nine population groups within these three subsets: office employees and their managers, four student groups--those with cooperative office experience (COE), with simulated office experience (SOE), with both (COE/SOE), and with neither, identified as business and office education background (BOE); and three teacher groups--high school teachers, teacher educators, and future (preservice) teachers enrolled in Methods of Teaching Business Education classes. A two-section questionnaire was administered which included six factors (self-actualization/upward mobility, need for security, willingness to accept company work ethic policies, work ethic self-oriented, awareness of current office practices, and willingness to accept current office policies) and twenty-four characteristics categorized into subscales of leadership/upward mobility, follower/need for security, work ethic, and social ethic. One of the twenty-two conclusions reported was that there is a significant difference between office employees and students with background in BOE or SOE only, while students having COE-SOE differ least of the student groups from employees on each of the subscales. (Author/TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01