Implications of Selected Supervisory Techniques to the Success of Beginning Teachers of Agriculture. Final Report.

Autor/in	Martin, Robert A.
Institution	Pennsylvania State Univ., University Park. Dept. of Agricultural Education.
Titel	Implications of Selected Supervisory Techniques to the Success of Beginning Teachers of Agriculture. Final Report.
Quelle	(1980), (85 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Administrator Evaluation; Agricultural Education; Beginning Teachers; Educational Research; Management by Objectives; Performance; Questionnaires; Secondary Education; Self Evaluation (Individuals); Student Attitudes; Student Evaluation of Teacher Performance; Success; Surveys; Teacher Attitudes; Teacher Effectiveness; Teacher Evaluation; Teacher Supervision; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Schulleistung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Junior teacher; Junglehrer; Bildungsforschung; Pädagogische Forschung; Achievement; Leistung; Fragebogen; Sekundarbereich; Schülerverhalten; Erfolg; Survey; Umfrage; Befragung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Berufsbildung; Ausbilder
Abstract	A study tested the effects of two systems of supervisory techniques--product specification and process specification--on the success of beginning teachers of vocational agriculture. (Product specification is based on supervision-by-objectives, a student-centered emphasis. Process specification is based on management of the teacher and his/her activities, a teacher-centered emphasis.) It was hypothesized that supervisory techniques based on product specifications would be more effective. The study used an experimental, posttest-only control group design. Data consisted of measures from each of the following groups: principals, teachers, and students. Findings indicated no significant differences in (1) the success of teachers being supervised through the two systems (Student Perception of Teacher Style Survey), (2) student achievement test scores, (3) supervisor effectiveness scores (as rated by teachers on Likert Profile of a School survey for supervisors), (4) supervisor behavior ratings (as perceived by teachers on Supervisory Behavior Development Questionnaire for principals), (5) supervisor effectiveness ratings regarding goals and objectives (as perceived by teachers on Job Objectives Questionnaires), and (6) supervisor effectiveness scores (obtained by self-rating using three measures). (Appendixes, amounting to approximately three-fourths of the report, contain study materials and questionnaires.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01