Title page for ETD etd-052799-115843


Type of Document Dissertation
Author Wood, Paula Reese
Author's Email Address pwood@juno.com
URN etd-052799-115843
Title The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Heath-Camp, Betty A. Committee Chair
Heath-Camp, Betty A. Committee Chair
Camp, William G. Committee Member
Camp, William G. Committee Member
Eschenmann, Konrad Kurt Committee Member
Eschenmann, Konrad Kurt Committee Member
Sturgis, Ellie T. Committee Member
Sturgis, Ellie T. Committee Member
White, Clarence D. Committee Member
White, Clarence D. Committee Member
Keywords
  • vocational-technical education
  • curriculum competencies
  • business education
  • National Standards for Business Education
  • technical skills
  • beginning business teachers
  • business education
  • vocational-technical education
  • curriculum competencies
  • National Standards for Business Education
  • technical skills
  • beginning business teachers
Date of Defense 1999-05-05
Availability unrestricted
Abstract
THE IMPORTANCE OF TECHNICAL COMPETENCIES FOR BEGINNING

SECONDARY BUSINESS TEACHERS IN VIRGINIA by Paula Reese Wood

(ABSTRACT) The purpose of this study was to determine the degree of

importance of each of the curriculum competencies in the National

Standards for Business Education (NBEA, 1995) for the successful

performance of beginning secondary business teachers in Virginia as

perceived by experienced and inexperienced business teachers. The

standards consist of 102 competencies in the 11 subject areas of business

education.

The questionnaire used in the research study was an original survey

instrument developed by the researcher after a review of the literature did

not reveal an instrument that could be used with the NBEA document. The

survey instrument was mailed to a sample of public high school business

teachers in Virginia who were systematically selected from an available

population. Results from the demographic question on the survey resulted

in the identification of 161 experienced business teachers and 18

inexperienced business teachers.

Means, standard deviations, and t-tests were used to describe the data. The

competencies were rated with a five-point Likert scale. All competencies

were rated as having either essential importance, above average importance,

or average importance. Of the 102 competencies, experienced business

teachers identified 11 as having essential importance, 86 as having more

than average importance, and 5 as having average importance.

Inexperienced business teachers rated 11 competencies as having essential

importance, 87 as having more than average importance, and 4 as having

average importance. When comparing the experienced and the

inexperienced teachers' lists of rated competencies, 9 competencies rated as

essential importance were the same for both groups, and 3 competencies

rated as average were the same for both groups. When comparing the overall

content areas, no significant differences existed between the perceptions of

the experienced business teachers and the inexperienced business teachers.

Files
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  PaulaWoodModified.pdf 399.64 Kb 00:01:51 00:00:57 00:00:49 00:00:24 00:00:02
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