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THE PERCEIVED PROFESSIONAL DEVELOPMENT NEEDS OF NEBRASKA PUBLIC TWO-YEAR COLLEGE FULL-TIME AND PART-TIME VOCATIONAL INSTRUCTORS
Abstract
The purpose of this study was to obtain the perceptions of Nebraska full-time and part-time vocational instructors of the public two-year colleges toward their professional development relative to their teaching role. The population for this study was all full-time and part-time vocational instructors in Nebraska technical community colleges during the 1984-85 academic year. The survey research design incorporated a mailed questionnaire for data collection. The research tool was developed following a review of relevant literature. Based on the findings of this study, the following conclusions were drawn: (1) Full-time and part-time vocational instructors in Nebraska technical community colleges were more alike than different in their perceptions toward preferred professional development activities and professional development needs. (2) Both full-time and part-time vocational instructors have positive perceptions toward professional development activities and professional development needs. (3) With regard to the delivery systems desirable for the professional development of vocational instructors, mini-courses or workshops of 1 to 3 days offered on or nearby campuses were preferred. (4) Male and female instructors tended to be more alike than different in their preferences for professional development activities; however, the males tended to be more positive. (5) Vocational instructors in various content areas differ from those in other content areas in their preferred professional development activities. Home Economics, Agriculture, Service and Health occupations tended to share common perceptions about professional development activities. Electrical-Electronics, Auto and Diesel, Transportation, Business and Office, Manufacturing and Fabrication, Construction, and Other tended to have common perceptions among themselves but not with other groups. Communication occupations instructors did not tend to share any commonalities with any other groups. (6) Full-time and part-time vocational instructors, regardless of years' teaching experience, tended to perceive professional development activities and professional development needs similarly. (7) The senior faculty tended to prefer more professional development activities than did younger faculty. However, both groups tended to be similar in their perceptions toward professional development needs. (8) Based upon their educational backgrounds, vocational instructors' perceptions toward professional development needs tended to be different. Those whose educational levels were beyond the masters degree differed from those who had some graduate work, bachelor's degree or over, or under 60 college credits. (Abstract shortened with permission of author)
Subject Area
Community colleges
Recommended Citation
CHARUMANEE, NICOM, "THE PERCEIVED PROFESSIONAL DEVELOPMENT NEEDS OF NEBRASKA PUBLIC TWO-YEAR COLLEGE FULL-TIME AND PART-TIME VOCATIONAL INSTRUCTORS" (1986). ETD collection for University of Nebraska-Lincoln. AAI8609798.
https://digitalcommons.unl.edu/dissertations/AAI8609798