University of Southern California Dissertations and Theses

The Orientation Of High School Teachers

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The Orientation Of High School Teachers

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Content This d issertation has been 63— 6332 m icrofilm ed exactly as received LUCAS, John Arthur, 1922- THE ORIENTATION OF HIGH SCHOOL TEACHERS. U n iversity of Southern California E d.D ., 1963 Education, general University Microfilms, Inc., Ann Arbor, Michigan T H E O R IE N T A T IO N O F H IG H S C H O O L T E A C H E R S by John Arthur Lucas A D issertation Presented to the F A C U L T Y O F T H E S C H O O L O F E D U C A T IO N UNIVERSITY O F S O U T H E R N C A LIFO R N IA In P artial F ulfillm ent of the Requirements for the Degree D O C T O R O F E D U C A T IO N June 1963 This dissertation, written under the direction of the Chairman of the candidate's Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date JUNE,. lyt>3 T A B L E O F O O N T E N T S Chapter Page LIST O F TABLES........................................................ v I . T H E PROBLEM ................................................................ I Purpose o f the Study Importance of the Problem D efin ition s o f Terms Assumptions Organization of the Remainder o f the Study I I . R E V IE W O F T H E R E L A T E D LITERATURE................ 14 Purposes, Planning, and R esp on sib ility Practices and Procedures Problems o f New Teachers Needs o f New Teachers Evaluation o f Orientation Lim itations o f Previous Studies Summary o f the Chapter I I I . PROCEDURE..................................................................... 56 Construction o f the Questionnaire Refinement o f the Questionnaire S election o f the Schools D istribution o f the Questionnaire The Sample Treatment o f the Data Personal Interviews IV. A N O V E R V IE W O F T H E RESPONSES.......................... 69 Importance o f the Topics Where Topics Should Be Presented W hen Topics Should Be Presented i i i l l Chapter V. V I. V II. Length o f Pre-School O rien tation and D istr ib u tio n o f Time Most H elpful A spects o f O rien tation Least H elpful A spects o f O rien tation Summary SIGNIFICANCE OF T H E LO CATIO N O F PROFESSIONAL TRAINING A N D EXPERIENCE OF RESPONDENTS . Importance o f th e T opics Where T opics Should Be Presented When Topics Should Be Presented Length o f Pre-School O rien tation and D istr ib u tio n o f Time Most H elpful A spects o f O rien tation L east H elpful A spects o f O rien tation Summary SIGNIFICANCE OF TH E EX TENT O F TRAINING IN TH E FIELD OF EDUCATION ACQUIRED BY RESPONDENTS................................................................ Importance o f the Topics Where T opics Should Be Presented When Topics Should Be Presented Length o f Pre-School O rien tation and D istr ib u tio n o f Time Most H elp fu l A spects o f O rien tation Least H elpful A spects o f O rien tation Summary SIGNIFICANCE OF T H E N U M B E R OF N E W TEA C H ER S IN TH E SCHOOL........................................................... Importance o f th e T opics Where T opics Should Be Presented When Topics Should Be Presented Length o f Pre-School O rien tation and D istr ib u tio n o f Time Most H elp fu l A spects o f O rien tation L east H elpful A spects o f O rien tation Summary Page 98 142 171 iv Chapter V III. P E R SO N A L INTERVIEWS............................................... The Most Important Persons in New-Teacher O rientation Programs The Teacher Sponsor Importance o f General Building Meetings and Department Meetings Continuity o f Total New-Teacher Orien tatio n Programs Recommendations for Improvement of New-Teacher O rientation Summary IX. S U M M A R Y , C O N C LU SIO N S, A N D R E G O M E N D A T IO N S . Major Findings Conclusions Reconmendat ions Recommendations for Further Study B IB L IO G R A PH Y ............................................................................. Page 206 217 244 A PPEN D IX 255 LIST O F TABLES Table Page 1 . Number and Percentage o f Q uestionnaires Sent and R e t u r n e d ................................................................ 65 2. D istr ib u tio n o f Respondents According to P ro fessio n a l T raining and Experience and Number o f U nits Acquired in Education . . . 67 3 . Importance R atings o f O rien tation T op ics, Tabulated According to O v er-a ll Responses 78 4 . O ver-a ll Responses Regarding Where O rienta tio n Topics Should Be P r e s e n te d ....................... 82 5. O v er-a ll Responses Regarding When O rienta tio n T opics Should Be P r e s e n te d ....................... 85 6 . Recommendations Regarding Length o f Pre- School O rien tation and D istr ib u tio n o f Time, Tabulated According to O v er-a ll R e s p o n s e s ......................................................................... 89 7 . A spects o f O rien tation Mentioned Most Fre q uently as Being Most H elp fu l, Tabulated According to O v er-a ll Responses ....................... 91 8 . A spects o f O rien tation Mentioned Most Fre quently as Being Least H elp fu l, Tabulated According to O v er-a ll Responses ....................... 94 9 . Mean Importance R atings o f O rien tation T op ics, Tabulated According to P ro fessio n a l T raining and Experience o f Respondents . . 116 v v i Table Page 10. Responses Regarding Where O rientation Topics Should Be Presented, Tabulated According to Professional Training and Experience of R e sp o n d e n ts............................................................... 119 11. Recommendations Regarding W hen to Present O rientation Topics, Tabulated According to Professional Training and Experience of R e sp o n d e n ts............................................................... 121 12. Recommendations Regarding Length of Pre- School O rientation and D istribution of Time, Tabulated According to Professional Training and Experience o f Respondents . . 128 13. Aspects of O rientation Mentioned with the Greatest Frequency as Being Most H elpful, Tabulated According to Professional Train ing and Experience o f Respondents . . . . 132 14. Aspects o f O rientation Mentioned Most Fre quently as Being Least H elpful, Tabulated According to Professional Training and Experience o f Respondents .............................. 133 15. M ean Importance Ratings o f Orientation Topics, Tabulated According to Number o f Units in Education Respondents Had Acquired 152 16. Responses Regarding Where O rientation Topics Should Be Presented, Tabulated According to the Number o f Units in Education Respond ents Had A c q u ir e d ............................................... 155 17. Recommendations Regarding W hen to Present O rientation Topics, Tabulated According to the Number o f Units in Education Respond ents Had A c q u ir e d ............................................... 157 v i i Table Page 18. Recommendations Regarding Length o f Pre- School O rien tation and D istr ib u tio n o f Tlxne# Tabulated According to the Number o f U nits in Education Respondents Had Acquired . . . . . .................................................. 162 19. A spects o f O rien tation Mentioned Most Fre quently as Being Most H elp fu l, Tabulated According to the Number o f U nits in Educa tio n Respondents Had Acquired ....................... 164 20. A spects o f O rien tation Mentioned Most Fre q uently as Being L east H elp fu l, Tabulated According to the Number o f Utaits in Educa tio n Respondents Had Acquired ....................... 166 21. Mean Importance R atings o f O rien tation T o p ics, Tabulated According to Number o f New Teachers in the S c h o o l................................ 182 22. Responses Regarding Where O rien tation T opics Should Be P resen ted , Tabulated According to th e Number o f New Teachers in th e School 186 23. Recommendations Regarding When to Present O rien tation T op ics, Tabulated According to the Number o f Newly Employed Teachers in th e S c h o o l.................................................................... 188 24. Recommendations Regarding Length o f Pre- School O rien tation and D istr ib u tio n o f Time, Tabulated According to th e Number o f New Teachers in th e S c h o o l.................................. 194 25. A spects o f O rien tation Mentioned Most F re q uently as Being Most H elp fu l, Tabulated According to the Number o f New Teachers in th e S c h o o l..................................................................... 196 v i i i Table Page 26. Aspects of O rientation Mentioned Most Fre quently as Being Least H elpful, Tabulated According to the Number o f New Teachers in the S c h o o l ........................................................ 198 CHAPTER I T H E P R O B L E M I t i s g e n e r a lly recognized th a t the o r ie n ta tio n o f newly employed high school teach ers i s a process th at req u ires the a tte n tio n o f every person whose fu n ction co n trib u tes to the su ccess o f the teach er in th e c l a s s ' room. In a N ational Education A sso cia tio n report o f an in v e s tig a tio n o f o r ie n ta tio n procedures employed in v a r i ous school system s throughout the n a tio n , the fo llo w in g statem ent was made: The new teach er i s in a d i f f i c u l t p o s itio n . He should r e c e iv e h e lp fu l su p erv isio n and in d uction in to s e r v ic e . Each new appointment is follow ed by a period o f adjustm ent and o r ie n ta tio n th a t may have a la s tin g in flu e n c e on the te a c h e r 's a ttitu d e toward teach in g and the q u a lity o f h is work. (65:23) In an a r t ic le appearing in The N a tio n 's Schools in 1957, E verett sta ted : "In 1955 th e high sch ool e n r o ll ment reached 7 ,4 2 2 ,0 0 0 , w ith estim a tes o f 9,0 0 0 ,0 0 0 for 1 1960 and almost 12,000,000 for 1965" (38:21). It is s e lf - evident that such a prodigious increase in student e n r o ll ment would o f n ecessity be accompanied by a rapid r ise in the new-teacher population o f our sch ools. Equally apparent is the pressing need for e ffe c tiv e new-teacher orientation programs geared to the varying requirements of these new teach ers. It is the opinion o f many in the fie ld o f educa tion that there has been inadequate or improper new-teacher orien tation in the past, and that more consideration should be given to professional background and training o f these teachers in settin g up plans for orien tation pro grams. This has become p articu larly apparent to the w riter through h is own personal experiences as an adminis trator and in discussions with other adm inistrators. It has also been borne out in the litera tu r e on the subject. That the problem o f su ccessfu lly orien tin g new teachers has existed in past years was indicated by Reeder in h is textbook, The Fund«"f"«-*ls o f Public School Admin istr a tio n (13:135). The author stated , "An appalling number o f beginning teachers f a i l , and most o f them affirm they f a i l , because they are not given any help by p r in c ip a ls , su p erin ten d en ts, and su p ervisory employees" (1 3 :1 3 5 ). T his statem ent i s corroborated by Morrow, who observed in an a r t ic le appearing in The N ation*s S ch o o ls. "Too freq u en tly we have l e f t new teach ers to s h if t fo r them selves" (5 1 :AO). There i s much evidence th a t the a d m in istra tiv e personnel o f many sch ool d is t r ic t s are a c u te ly aware o f and concerned fo r the o r ie n ta tio n needs and problems o f th e ir newly employed te a c h e r s. There i s , on th e oth er hand, perhaps le s s evidence th a t th ese needs are ade q u ately considered in terms o f th e varying backgrounds o f new te a c h e r s. A major in v e s tig a tio n (4 9 :1 -4 ) was conducted by the United S ta te s O ffic e o f Education in 1961, a t which tim e th e c h a r a c te r is tic s and background o f 7,150 te a c h e r s, both men and women, were in v e s tig a te d . T his study (summa riz e d in th e February 1962 iss u e o f Education R eport, a p u b lica tio n o f th e U n iv ersity o f South C arolina) covered approxim ately one te n th o f th e t o t a l number o f f u ll- t im e , r e g u la r ly employed teach ers in th e United S ta te s serv in g th e ir f i r s t year in the p ro fe ssio n during th e sch ool year 1955-56. The primary purpose o f th e in v e s tig a tio n was to determ ine th e kind o f person the beginning teach er i s , h is q u alifica tio n s and c h a r a c te r istic s, h is background, his experience, and what he earns. The findings derived from th is in vestigation revealed that the newly employed teach ers for the year 1955-56 represented highly varying back grounds and ch a ra c teristics. Purpose o f the Study It was the purpose of th is in vestigation to evalu ate teacher orien tation programs at the high school le v e l and to determine what improvements are p ossib le in such programs. To th is end, data were gathered to provide answers to the follow ing q u estion s. 1. What orien tation topics and procedures are being u tiliz e d in high schools in Southern California? 2. What orien tation top ics and procedures are recommended in the p rofessional litera tu re? 3. What orien tation top ics and procedures are recommended by school personnel who have participated in orien tation programs for newly employed teachers? 5 4 . What are th e o v e r -a ll a ttitu d e s and op in ion s o f newly employed high sch ool teach ers r e garding new -teacher o r ie n ta tio n to p ic s and pro cedures? 5 . Do the a ttitu d e s and op in ion s o f newly employed high sch ool teach ers regarding new- teach er o r ie n ta tio n to p ic s and procedures vary according to the lo c a le in which they receiv ed th e ir p r o fe ssio n a l tr a in in g and ex p erien ce, the amount o f tr a in in g they have acquired in the f i e l d o f ed u cation , or th e number o f new teach ers in th e sch ool where they are employed? Importance o f th e Problem According to Chandler and P e tty , in th e ir t e x t book, School A dm-itH «i-ra t ion (3 :1 5 8 ), th ere are th ree reasons why i t i s im perative fo r sch o o ls to d esig n , im ple ment, and con tin ue to ev a lu a te o r ie n ta tio n programs: 1 . Teacher tu rn over. In v e s tig a tio n s have revealed th a t most teach er turnover tak es p lace w ith in th a t group o f teach ers w ith le s s than f iv e years' tenure in any one sch ool system. The authors Implied that more adequate orien tation p ractices would help in the reduc tion of teacher turnover, and would tend to decrease the number o f teachers leaving the profession. 2. The rapidly increasing problem o f school enrollm ent. The authors expressed the b e lie f th at, with the thousands o f new teach ers entering the profession yearly, or moving from one population area to another, i t be comes v it a lly necessary for these new teachers to be su ccessfu lly oriented and adjusted to th eir new teaching p osition i f e ffe c tiv e pro- grams o f student in stru ction are to be main tained . 3 . The fact that orien tation is prim arily a matter o f human r e la tio n s, and when certain factors in human rela tio n s are v io la ted , teacher fa ilu res may r e su lt. The authors conclude that an orien tation plan should recognize in e x p lic it terms the importance o f promoting the e sta b lish ment o f harmonious relation sh ip s between the new tea ch er, th e sch o o l, and the conmunity. 7 In th e October 1961 e d itio n o f th e Elementary P r in c ip a l1 a L etter (3 6 ), i t i s stro n g ly recommended th at sch ool ad m in istrators in charge o f o r ie n ta tio n programs make a d e f in it e e f f o r t through appropriate methods and techniques to in sp ir e the beginning teach er w ith c o n fi dence, to g iv e him a f e e lin g o f s e c u r ity , and to develop appropriate in -s e r v ic e programs fo r him. In an a r t ic le appearing in a recen t Bulletin o f the N ational A sso cia tio n o f Secondary School P r in c ip a ls. Broad made th e fo llo w in g statem ent: The sch ool which ex p ects "good" teach in g from teach ers ju s t en terin g th e system , whether th ey be experienced or b egin nin g te a c h e r s, m ust, i f i t w ishes to secure such "good” teach in g , c a r e fu lly o r ie n t th ese people in to a l l o f the phases o f th e lo c a l sch ool and th e commun i t y . (29:67) I f i t i s to be granted th a t the o r ie n ta tio n expe rien ce s o f newly employed high sch ool tea ch ers w i ll have a s ig n if ic a n t e f f e c t on th e ir i n i t i a l as w e ll as th e ir u ltim a te su ccess in th e classroom , then i t would seem reasonably apparent th a t a w e ll form ulated and adm inis tered o r ie n ta tio n program, s e n s it iv e to the needs o f th ese new teach ers as r e fle c te d by th e ir varying backgrounds, would be e s s e n tia l. Scope and D elim itations o f the Study This study was confined to the newly employed high school teachers in tw enty-eight high schools located in Los Angeles County, C alifornia. Topics included in the questionnaire were r e str ic te d to those which had been included in orien tation programs o f 90 per cent o f the schools selected for study. One third o f the top ics were selected from suggestions submitted by newly employed teachers and experienced school personnel who had p a r tic i pated in a new-teacher orien tation program for the year 1961-62. D efin ition s of Terms For the purpose o f consistency the follow ing terms are defined: O rientation. —The follow ing d e fin itio n o f the term "orientation," as used by Wallace in an unpublished doc toral d isserta tio n (68:241), is considered to be e n tir e ly compatible with and acceptable for the purposes o f th is study. O rien tation means to h elp th e newly appointed teach er to ach ieve maximal i n i t i a l teach in g sue* c e ss in a new teach in g s it u a t io n . I t in clu d es a l l p o ssib le a d m in istra tiv e and su p ervisory a id designed to f a c i l i t a t e th e estab lish m en t o f har monious r e la tio n sh ip s between th e new teach er and th e t o t a l sch ool community environm ent. (68: 241) I t i s to be noted th a t the terms " orien tation " and "indue tion " are used freq u en tly in the lite r a tu r e to mean the same th in g . To avoid co n fu sio n , th e term "Induction" is used in t h is study on ly as i t appears in a d ir e c t quota t io n . O therw ise, the term " orien tation " i s used e x c lu s iv e ly . Newlv employed high sch ool te a c h e r . —The term, "newly employed high school tea ch er," as used throughout t h is stu d y, r e fe r s to any re g u la r, fu ll-tim e h igh sch ool teach er w ith or w ithout previous teach in g exp erien ce who i s employed to teach in a s itu a tio n new to him. O rien ta tio n in -s e r v ic e tr a in in g n r n o r m a .- Although in -s e r v ic e tr a in in g programs and o r ie n ta tio n pro grams are o fte n referred to synonymously in th e l i t e r a tu r e , for th e purposes o f t h is study o r ie n ta tio n in - se r v ic e tr a in in g programs are d efin ed to mean in -s e r v ic e tr a in in g programs designed s p e c if ic a lly and e x c lu s iv e ly to the purposes of teacher orien ta tio n . 10 Assumptions Several assumptions were fundamental to the e ffe c tiven ess and value of th is study. These basic assumptions were as follows: 1. The a ttitu d es and opinions o f newly employed teachers are important in determin ing the effectiv e n e ss o f various orien tation top ics and procedures. 2. The orien tation top ics and procedures obtained from adm inistrators o f the twenty- eigh t Southern C alifornia high schools selected for study, from a thorough in vestigation o f the lite r a tu r e , and from suggestions o f various school personnel located in the Southern C ali fornia area were pertinent and worthy o f being included in th is in v estig a tio n . 3 . The use o f a questionnaire instrument, supplemented by a number o f personal interview s, was the most appropriate and p ractical means for securing the type o f information needed for th is in v estig a tio n . 4 . Responses to a q u estion n aire s o li c it i n g th e a ttitu d e s and op inion s o f newly employed h igh sch ool teach ers would y ie ld important data regarding o r ie n ta tio n to p ic s and procedures used , or su ggested fo r u se, in th e sc h o o ls. 5. An a n a ly sis o f th e data so obtained would rev ea l important inform ation th a t would co n trib u te to the improvement o f new -teacher o r ie n ta tio n programs in high sc h o o ls. 6 . A minimum o f 250 com pleted q u estion n aires would c o n s titu te a s u f f ic ie n t number from which to ob tain data th a t could be considered u se fu l and re p r esen ta tiv e for the purposes o f t h is stu d y. 7 . The newly employed teach ers in the high sch o o ls s e le c te d fo r t h is study would r e f le c t a randomness o f tr a in in g and background comparable to th a t o f any o th er group o f newly employed high sch ool teach ers in a Southern C a lifo rn ia high s c h o o l. 8 . The tw en ty -eig h t high sch o o ls s e le c te d fo r t h is study c o n stitu te d a s u f f ic ie n t number from which a reasonable c r o s s -s e c tio n o f 12 new-teacher responses could be obtained. Organization o f the Remainder o f the Study In Chapter II that portion o f the related lit e r a ture published prim arily subsequent to the end o f World W ar XI is reviewed, and related research and in vestigation are reported. Pertinent comments o f w riters as they appeared in p rofessional p erio d ica ls, yearbooks, d isse r ta tio n s, textbooks, n ew sletters, and other publications are examined. In Chapter III are explained the procedures used in the selec tio n o f the sources o f the data, the selec tio n o f items and procedures to be used in the questionnaire, the construction o f the questionnaire, and the treatment o f the data. Chapter IV presents an overview o f the o v er -a ll responses; Chapter V analyzes the responses from a stand point o f the lo ca le in which respondents received th eir p rofessional train in g and experience; Chapter VI analyzes the responses from a standpoint o f the number o f u nits in undergraduate and graduate courses in education respond ents had acquired; Chapter VII analyzes the responses from a stan d poin t o f th e number o f new teach ers in the sch o o ls in which respondents were employed; and Chapter V lll rep orts th e fin d in g s derived from a s e r ie s o f personal in terview s conducted w ith 35 o th er newly employed teach ers fo r the purpose o f supplem enting th e q u estion n aire and adding depth to the stu d y. Chapter IX summarizes the fin d in g s , draws con clu s io n s , and o ffe r s recommendations. CHAPTER I I R E V IE W O F T H E R E L A T E D L IT E R A T U R E Probably as long as new teachers have been em ployed there has been some in tere st in th e ir adjustment and orien tation . In 1931, Barr pondered the question, "Whether i t is best to concentrate the teacher's a tten tion upon the mastery o f the subject matter o f in stru c tio n , upon the study o f methods o f in stru ction , or upon the correction o f such s o c ia l, p hysical, and emotional d efects as may have been observed in the teach er's equip ment" (2:287). The p rofessional lite r a tu r e devoted to the orien tation o f newly employed teachers is extensive; th is is p articu larly true with respect to the period subsequent to World W ar I I —a m anifestation o f the increasing in te r e s t in the su b ject. The pertinent lite r a tu r e regarding the orien tation o f newly employed high school teachers is surveyed from 15 the fo llo w in g a sp ects: (1) purposes, p lanning, and respon s i b i l i t y ; (2) p r a c tic e s and procedures; (3) problems o f new teach ers; (4) needs o f new teach ers; (5) ev a lu a tio n s; and (6) lim ita tio n s o f previous s tu d ie s . Purposes. Planning, and R e sp o n sib ility The need fo r teacher o r ie n ta tio n i s s tr e ss e d in an e d it o r ia l appearing in th e Educator’ s D ispatch: "The kind o f welcome mat you s e t out fo r new teach ers makes a b ig d iffe r e n c e , fo r a te a c h e r 's e a r lie s t o n -th e-jo b expe r ie n c e s can shape h is e n tir e a ttitu d e towards teach in g and towards th e sch ool system" (3 5 :1 ). In h is textb ook , A dm inistration and th e T eacher. Yeager (22:167-68) c a te gorized th e scope o f o r ie n ta tio n in to fou r broad areas: (1) o r ie n tin g th e new teach er to th e sc h o o l, (2) o r ie n tin g th e new teach er to h is new p o s itio n , (3) o r ie n tin g th e new teach er to th e people w ith whom he would be a sso c ia te d , and (4) o r ie n tin g th e new teach er to th e cosnxunity. According to Boyack, in an a r t ic le appearing in th e September 1954 is s u e o f th e C a lifo rn ia Journal o f Edu c a tio n a l R esearch. "Teacher o r ie n ta tio n has many fa c e ts and has as i t s aim th e adjustm ent o f new tea ch ers in th e ir 16 teaching p osition as guides o f the educational a c t iv itie s o f children" (27:147). Wallace (18:245-51), in a sumnary o f h is unpub lish ed d isse rta tio n , lis te d fiv e points r e la tiv e to the to ta l process o f orientation: (1) orien tation should have both immediate and ultim ate aims, (2) aims should be in tern ally developed, (3) the orien tation program should be cooperatively developed, (4) orien tation should be p o sitiv e , d ir e c t, and understandable, and (5) orien tation should be fle x ib le and possess con tin u ity. In a recen tly published monograph. Stoops and Rupel defined orien tation in the follow ing manner: O rientation involves becoming acquainted with the situ a tio n in which one finds him self a part. Being oriented means knowing proper rela tio n sh ip s, d u tie s, r e s p o n sib ilitie s and having a background o f information to give perspective to new judgment and d ecisio n s. (83:unnunbered) Wallace defined the term orien tation as "helping the newly appointed teacher to achieve maximal I n it ia l teaching success in a new teaching situ ation " (68:241). The e l e ment o f time r e la tiv e to the orien tation process was introduced by Good in the D ictionary o f Education: "Orien ta tio n is a process o f gradual Introduction o f teachers 17 in to th e sch ool s itu a tio n w ith a view to a s s is t in g them in making s u c c e s s fu lly th e f u l l adjustm ents th a t are involved la t e r in th e ir work" (6 :2 1 5 ). Yeager gave the fig u r a tiv e meaning o f th e term o r ie n ta tio n as "turning toward th e East" (2 2 :1 5 9 ). He conceived th e term as r e la tin g to a p a r tic u la r d ir e c tio n toward which a l l people in a lik e group or circum stance would p ro g ress. Yeager adds th a t "from t h is concept th ere has developed th e n e c e s s ity fo r e s ta b lis h in g r ig h t r e la tio n s h ip s as one en te rs th e teach in g p ro fessio n " (2 2 :1 5 9 ). A u th o rities g e n e r a lly agree th a t th e aim o f new- teach er o r ie n ta tio n a c t i v i t i e s i s to h elp new teach ers w ith th e ir problems o f adjustm ent. That th ese needs have not always been met i s r e a d ily conceded by many. Dugan, in h is survey o f newly employed teach ers in P ennsylvania, s a id , " It would appear th a t many new and b egin nin g tea ch e r s receiv ed an inadequate amount o f a s s is ta n c e in becom in g o rien te d and ad ju sted to sch o o ls in which th ey have j u s t been employed" (3 3 :8 2 ). In an in v e s tig a tio n sum m arised by th e Research D iv isio n o f th e Los A ngeles C ity S ch ools, i t was reported th a t 27.8 per cen t o f th e new tea ch ers surveyed b e lie v e d th a t th ey had n ot been included t f I 18 in any planned and continuing program o f orien tation (7 7 ). In h is in vestigation o f newly employed teachers Wallace found that inadequate orien tation often resulted in low morale and d iss a tis fa c tio n . He reported, 'Xost teachers fe e l that th eir orien tation could have been more s a tis fy ing with very l i t t l e additional e ffo r t on the part o f the school" (69:294-95). Beginning new teachers cannot be expected to inform themselves o f the en tire school operation, or even o f that part o f the school program with which they w ill be d ir e c tly concerned. Lack o f proper orien tation f a c i l i t ie s may re su lt In incidents such as the one reported by Wilson in h is autobiography. Speaking humorously o f h is f i r s t experience as a new teacher, he to ld how, a t the f ir s t school assembly o f the year, he was mistaken for a student and ordered by another new teacher to take a se a t. Teachers had not been introduced to one another, obvious ly , and in W ilson's own words, " W e had l i t t l e or no orien ta tio n . W e were given a schedule and that was th a t. You picked up what you needed along the way" (20:58). In an a r tic le appearing in the December 1942 issue o f the American School Board Journal Houser stated: "No 19 teach er should be allow ed to become a fa ilu r e because o f the n eg lig en ce and in e ffic ie n c y o f th e sch ool in p rovid ing th e b e st p o ssib le opportunity fo r th e teach er to make th e n ecessa ry adjustm ents" (4 5 :2 9 ). R ecognizing th ese and o th er problems o f new tea ch e r s , a number o f planners o f o r ie n ta tio n programs g iv e new teach ers a com plete in trod u ction to th e o rg an ization and p o lic ie s o f th e sch ool system , th e ro u tin es o f th e ir r e sp e c tiv e sc h o o ls, and a fa m ilia r iz a tio n s e r ie s o f tou rs o f th e sch ool and community. Planning an o r ie n ta tio n program, th e r e fo r e , p rio r to th e opening o f sch ool would seem to be e s s e n t ia l i f th e new teach er i s tr u ly going to be made to f e e l welcome to h is stran ge new environm ent. There i s gen eral agreement by a u th o r itie s th a t t h is a s s is ta n c e should in clu d e th e te a c h e r 's s o c i a l, p erso n a l, and p r o fe ssio n a l adjustm ent. I t would seem obvious th a t no one plan fo r o r ie n ta tio n would e f f e c t iv e ly meet th e needs o f a l l new tea ch er s or a l l sch ool d i s t r i c t s . V ariab le fa c to r s need to be taken in to c o n sid e r a tio n . One such fa c to r was noted in a survey o f new -teacher o r ie n ta tio n programs conducted by th e E ducational Research D iv isio n o f th e N ation al 20 Education A ssociation in 1952: W hen only a few new teachers are appointed in a school system in any one year, th eir orien tation perhaps poses few problems* However, when the turnover increases and a school system finds that perhaps as many as 30 per cent o f the teachers w ill be new, as has sometimes happened in recent years, school o f f ic ia ls fe e l that they oust organize the Induction o f new teachers on an orderly b asis so that schools may operate e f fic ie n tly from the f i r s t day. (64:1) Time i t s e l f may be considered an important variable in determining ju st what should be done for a particular group o f new teachers. Rosser emphasized th is point in an a r tic le appearing in the April 1961 issu e o f the High School Journal: Teachers are, for the most part, highly p rofession al. They want to do a good job , but they are a lso tire d a t the end o f the day. There i s , th erefore, a d e fin ite lim it to the number o f in -serv ice and other programs which may be offered a t any given tim e, and there is a lim it to the degree and in ten sity to which they may be pursued. (54:268) Yeager indicated h is b e lie f that the purposes o f the orien tation program should d iffe r , depending upon the siz e o f the school system and the nunber o f new teachers to be orien ted . He sta ted , "The large c ity w ith i t s complex school system and organization may require a far d ifferen t approach and program than a sm aller school d istr ic t" (22: 169). Although i t i s expected th a t th e new teach er b rin gs to h is p o s itio n a background o£ gen eral and pro* fe s s io n a l in form ation , i t cannot be assumed th a t he i s r e a d ily prepared to succeed w ithout a s s is ta n c e from expe rien ced sch ool p erson n el. In th e J u ly 1952 B u lle tin o f th e n a tio n a l A sso cia tio n o f Secondary School P r in c ip a ls . M ichael spoke o f th e n ecessary involvem ent o f experienced personnel in th e o r ie n ta tio n program. He a ls o proposed th ree major areas o f co n sid era tio n : (1) problems encoun tered by th e teach er in a new teach in g s itu a tio n should be id e n t if ie d , (2) the major needs o f newly e le c te d teach ers should determ ine th e purposes o f th e in d u ction program, and (3) tech n iq u es should be u t iliz e d in a program which w i l l f a c i l i t a t e th e te a c h e r 's adjustm ent to th e sch ool and th e community (5 0 :7 2 ). Weber (18:55)# in h is textbook on th e P*fpmvn#»l Pt -oM w o f sch ool A dm inistrators p ublished in 1954, claim ed th a t sch o o l boards should adopt d e f in it e p o lic ie s r e la t iv e to th e assignm ent o f a d m in istra tiv e r e s p o n s ib ili ty fo r th e o r ie n ta tio n o f new te a c h e r s. H ill l i s t e d se v e r a l c r it e r ia to e s ta b lis h th e o rg a n iza tio n a l re sp o n sib ility for the planning and development o f new* teacher orien tation programs. Sunmarizing h is own inves tigation* he made the follow ing recommendations: (1) I t should be the e x p lic it p olicy o f the school board to approve and support an adequate orien tation program for a l l new members o f the teaching sta ff* (2) the orien tation program should be recognized as a d e fin ite r e sp o n sib ility o f the superintendent* (3) the orien tation pro* gram within a given school should be recognized as a d e fin ite re sp o n sib ility o f the principal* (4) the orien tation program should be planned ca refu lly and thoroughly for each individual school system* (5) the planning o f the orienta* tio n program should Include provision fo r orien tatio n In the p articu lar school in which the new teacher is to Instruct* (6) the a b ilit ie s of those Individuals and groups w ith whom the new teacher needs to be oriented should be u tiliz e d In planning and carrying out the orien tation program* (7) the purposes and goals s e t forth in the planning phase o f the orien tation program should be stated in terms o f the needs o f the teachers new to the school system* (8) the plan for the orien tation program should be based on the b est research available* (9) the orien tation program should be ca r efu lly organized for the most e ffe c tiv e u tiliz a tio n o f personnel* a c t iv i t ie s and Information* (10) the orien tation pro gram should begin no la te r than the in it ia l interview with the prospective teacher and should continue a t le a s t through the f i r s t year o f the teach er's appointment* (11) the orien ta tio n program should provide for system atic execution o f a c t iv it ie s and for e ffe c tiv e pres entation o f information in lo g ic a l sequence and a t the time o f the greatest need. (85:1887) 23 R e la tiv e to t h is s u b je c t, In geb rltson (78) found in h is survey o f 271 C a lifo rn ia and o u t-o f - s t a t e sch o o ls th a t in 84 per cen t o f th e sch o o ls th e superintendent acted as a p a r tic ip a tin g member o f th e o r ie n ta tio n team, in 77 per cen t o f th e sch o o ls th e b u ild in g p r in c ip a l par tic ip a t e d , and in 62 per cent o f th e sch o o ls experienced teach ers had a part in th e o r ie n ta tio n program. Others l i s t e d in t h is in v e s tig a tio n were n on cred en tialed person n e l and community r e s id e n ts . In th e summary o f a survey conducted by th e Edu c a tio n a l Research D iv isio n o f th e N ation al Education A sso cia tio n (6 4 :3 ), th e fo llo w in g groups were mentioned as sh arin g some p o s itio n o f r e s p o n s ib ility in th e o rg an i z a tio n , developm ent, and ad m in istra tio n o f th e new -teacher o r ie n ta tio n program: (1) a d m in istra tiv e and su p ervisory personnel in th e sch ool system , (2) sch ool board members, (3) classroom te a c h e r s, e s p e c ia lly meabers o f th e lo c a l a sso c ia tio n ; (4) em ployees o f th e r e c r e a tio n a l department and oth er departments o f th e c i t y government, (5) parent- teach er o r g a n iz a tio n s, (6) churches, th e m in is te r ia l union, or co u n cil o f churches; (7) th e Chamber o f Commerce, (8) Rotary and Kiwanis Clubs and o th er s e r v ic e 24 organizations, and (9) business and in d u strial firm s. With reference to the third group, Huggett and S tin n ett, in th eir textbook, The P rofessional Problf f t f Teachers (7:52), reported a growing p ractice o f having the lo ca l teachers' club or educational asso cia tio n develop and organize the orien tation p ractices -and procedures needed to a s s is t the beginning teacher. According to the authors, th is is a much more e ffe c tiv e plan than that o f having such things done by adm inistrators. An orien tation operating team composed o f the follow ing members is proposed by Ingebritson (78:23): (1) the superintendent, (2) the school board, (3) the building p rin cip al, (4) fello w teachers, (5) sp ecia l per sonnel, (6) non-teaching personnel, (7) parents and other c itiz e n s , (8) organized groups, (9) p u p ils, (10) the p ress, and (11) p rofession al organizations. Through a ca refu lly planned orien tation program, school adm inistrators have the opportunity to enhance the degree to which they are su ccessfu l in se le c tin g and placing teach ers. According to Wallace (69:294), the orien tation program must be organized, designed, and planned to f a c ilit a t e the new teach ers1 orien tation in to 25 th e t o t a l environment o f th e .teaching s itu a tio n . I t would seem reasonab le to assume th a t th e organ iz a tio n and planning o f an o r ie n ta tio n program should fo llo w sound dem ocratic p r in c ip le s o f sch ool ad m in istra t io n . According to a statem ent in th e 56th Yearbook o f th e N ation al S o c ie ty fo r th e Study o f E ducation, p ublished in 1957, "teachers tend to r e j e c t any ed u cation al program which i s presented as a program planned e n t ir e ly by ad m in istrators and required o f teach ers so th a t th ey may make up fo r th e ir d e fic ie n c ie s " (7 9 :1 3 1 ). O rien tation planning sh ould , th e r e fo r e , be a coop era tiv e ven tu re be tween experienced sch ool personnel and th e new teach ers them selves • An e f f e c t iv e o r ie n ta tio n program w i l l be th e r e s u lt o n ly when th e new teach er i s a p art o f th e t o t a l p rocess o f o r ie n ta tio n . The p recaution i s advanced in th e above mentioned yearbook (79:131) th a t no p ro je ct should be placed in to th e o r ie n ta tio n program sim ply b e cause i t seems lik e an a ttr a c tiv e th in g to do, or because some oth er sch o o l system has had a su c c e ss fu l exp erien ce w ith i t . The c h ie f purposes fo r org a n izin g and planning a program o f o r ie n ta tio n fo r newly employed tea ch ers through 26 th eir probationary period, according to Yeager (22:169), i are to develop self-co n fid en ce, to build secu rity , to provide p ractice in applying s k ills and knowledges, and to allow the demonstration o f p rofession al competence to j u s tify tenure, or at le a s t further promotion. Four c r ite r ia for the planning o f an orien tation program are advanced by Lawson in an a r tic le appearing in a 1947 issu e o f the C alifornia Journal o f Secondary Educa tion; (1) The program should be purposeful, the ob jectives o f the program should be developed in advance and should be thoroughly understood by a l l concerned, (2) the program should be au th oritative; the information should be pre sented by the person or persons in the school b est q u a lified to impart i t , (3) the program should be tim ely; the program should bring to the atten tion o f the teachers the information they need a t the time they need i t , (4) the program should be comprehensive; the program, when completed, should leave the teachers con cerned with a picture o f the basic philosophy and skeletonized machinery o f the school. (47:290-91) Yeager (22:162) recomnended seven considerations in the organized planning o f an orien tation program: (1) the sch ool's philosophy, (2) the organization o f the school, (3) the program o f the sch ool, (4) the school accounting and evaluation technique, (5) ru les and 27 r e g u la tio n s o f th e sc h o o l, (6) th e p h y sica l p la n t, and (7) gen eral in form ation , in clu d in g sch ool en rollm en t, sch ool calen d ar, fin a n c ia l fa c ts about th e sc h o o l, s a la r ie s , budget, and te a ch ers' m eetin gs. P lanning, as in a l l phases o f new -teacher o r ie n ta t io n , must be concerned p rim arily w ith th e u ltim a te su ccess or achievem ent o f th e new te a c h e r s. Symonds (6 2 :6 9 0 ), in an a r t ic le in th e Journal o f E ducational Research published in May 1950, reported th a t th e need fo r achievem ent ranked h ig h e st among th e p erson al g o a ls o f new te a c h e r s. Symonds' ob serv a tio n s a ls o in d ica ted th a t th e s u c c e s s f u lly o rien ted new teach er p o ssessed s e l f - co n fid en ce. O rien tation planning should th er efo re be d ir e c te d alon g appropriate lin e s to develop t h is f e e lin g on th e part o f th e new te a ch er. Fulkerson s ta te d in an a r t ic le appearing in th e May 1954 iss u e o f th e Journal o f E ducational. Rfftgaygh. "Teaching a b i l i t y i s probably a complex o f a b i l i t i e s rath er than a u n ita ry t r a i t or a p a r tic u la r behavior p a t tern" (4 2 :6 7 2 ). T his would in d ic a te th a t o r ie n ta tio n planning must be s u f f ic ie n t ly f le x ib le and d iv e r s if ie d to accom od ate th e varyin g needs o f new tea ch ers commensurate 28 with th eir "complex o f a b ilitie s " (42:672). I f i t is to be e ffe c tiv e , a program o f new-teacher orien tation should produce desirab le change and stim ulate growth in a teacher who has ju st entered the profession or has moved to a new teaching situ a tio n a fte r having taught elsewhere. This change in growth, a ttitu d e , and outlook may be accomplished only i f the orien tation pro gram is defined, i t s purposes are w ell estab lish ed and understood, and s u ffic ie n t planning has gone in to the en tire process. P ractices and Procedures One o f the most comprehensive surveys o f orien ta tio n p ractices and procedures was conducted by- the Edu cation al Research D ivision o f the National Education Asso cia tio n in 1952 (6 4 :1 ). A request was forwarded by the Research D ivision to 184 c ity school systems known to have sp e c ific plans for orien tin g th eir new teachers, ask ing for b r ie f d escrip tion s o f th eir orien tation programs and copies o f m aterials used. R eplies were received from 88 school systems in 35 s ta te s . Respondents from 74 o f these school systems Indicated that some a ssistan ce was given to new teach ers b efore th e opening o f school* a l though in many in sta n c es th e nature o f t h is a s s is ta n c e was s l i g h t . Respondents from 42 o f th e se 74 sch ool s y s tems sta te d th a t a s p e c ia l concerted e f f o r t was made to g iv e d e f in it e and c o n c ise a s s is ta n c e to new teach ers through s p e c ia l m eetings and workshops* dem onstration lesso n s* and th e p ro v isio n o f experienced teach ers to a s s i s t th e new tea ch ers in working ou t th e ir tea ch in g p la n s. A number o f th e respondents reported th a t s p e c ia l h elp was given to new teach ers through a su p ervisory pro gram. A ssista n ce in some in sta n ces was a ls o given b efore th e opening o f sch ool in th e f a l l and during th e sch o ol year to encourage new teach ers to tak e advantage o f any h e lp fu l in -s e r v ic e o p p o r tu n itie s• Some o f th e resp on ses indicated* however* th a t no a s s is ta n c e was given to new teach ers b efore th e opening o f sch o o l in th e f a ll* but h elp was given during th e e n tir e probationary p erio d . Tower surveyed 91 la r g e and sm all sch o o l system s • throughout th e U nited S ta te s to determ ine t h e ir o r ie n ta - i i tio n p r a c tic e s and procedu res. Summarizing h is in v e s tig a -j tio n in th e 1956 e d itio n o f th e E ducational A dm inistration and S up ervision Jou rn al. Tower rep orted th e fo llo w in g : --------------------------------------------------------------------------------- 30 (1) N in ety-six per cent o f the d is tr ic ts reported that they d istrib u ted handbooks* courses o f study* and other m aterials prior to the beginning o f school* (2) 90 per cent o f the d is t r ic ts reported that they conducted small group meetings and individual confer ences* (3) 87 per cent o f the d is t r ic ts reported that they held group meetings with new teachers to discuss courses o f study* handbooks* te x t books* techniques o f instruction* plus one or more general fa cu lty meetings on these subjects* and (4) 75 per cent o f the d is t r ic ts reported that conferences with new teachers were held in d ivid u ally by one or more adm inistrative or supervisory personnel during the orien tation period. (67:705) In th eir textbook* The Duties o f School P rin ci pals published in 1941* Jacobson and Reaves (9:61) recom mended that new teachers be given an opportunity to ask t questions during at le a s t a part o f the orien tation pro gram. They suggested that th is procedure be estab lished a t the f i r s t meeting o f the new teachers to give them the understanding that school personnel were frien d ly and sympathetic to th eir problems. In a survey o f new teachers conducted in Cincin nati* Ohio* and reported in the May 1962 issu e o f the Educator’s Dispatch (35)* i t was determined th at teachers were most appreciative o f receivin g orien tation informa tio n and a ssistan ce in the follow ing areas: (1) having textbooks o f the courses they were to teach mailed to 31 them during th e summer. (2) r e c e iv in g m ailed inform ation regarding b u ild in g p o lic y , procedures, and im portant lo c a l custom s, and (3) having inform ation a v a ila b le to them b efore th e b egin n in g o f sch ool concerning variou s sch o o l and community a g e n c ie s, s t r e e t lo c a tio n s , and h ousin g. A m ajority o f t h is group o f teach ers reported th e ir p leasu re in b ein g addressed by o r ie n ta tio n speakers who were n o t condescending and who tr ea ted them as i n t e l l ig e n t , pro fe s s io n a l p eo p le. One s e c tio n o f a com prehensive survey on o r ie n ta tio n p r a c tic e s , conducted in 1950 by th e N ation al Educa tio n A sso cia tio n (6 5 :2 3 ). was concerned w ith th e m atter o f h elp in g new tea ch ers to g e t s ta r te d . In approxim ately one th ird o f th e 1.615 d i s t r i c t s surveyed, new teach ers * were asked to rep ort to th e ir sch o o ls a few days e a r lie r than o th er teach ers fo r s p e c ia l m eetin g s. A summary statem ent was made to th e e f f e c t th a t i f appropriate o r ie n ta tio n tech n iq u es were coupled w ith a program o f c r e a tiv e su p e r v isio n , th e happiness and u se fu ln e ss o f th e younger and new members o f th e teach in g s t a f f would be assured*. In th e same study i t was n oted th a t th e most common p r a c tic e reported by 89 per cen t o f th e sch o o ls 32 was chat o f helping new teachers find housing. Three fourths o f the schools reported that conferences o f new teachers were held soon a fte r the beginning o f school in the F a ll and th at, a t th is tim e, new teachers were pro vided with school ru les and regu la tio n s. In 40 per cent o f the reporting d is t r ic ts i t was indicated that an expe rienced teacher was assigned to give counsel to each new teach er. The p ractice o f assigning experienced teachers to give d irect or in d irect a ssistan ce to new teachers is .also reported in other stu d ie s. In the 56th Yearbook o f the National Society for the Study o f Education the follow ing statement appears: Often in the f i r s t confusing days w ith a f u ll teaching schedule, a beginning teacher welcomes the "buddy" system w ith a more expe rienced teacher across the h a ll. Many times the experienced teacher new to a p articu lar school a lso enjoys th is system, and i s more quickly integrated and comfortably estab lish ed in the l i f e o f the new school because o f i t . (79:133) There is agreement among a u th o rities that the period devoted to the orien tation program should include a time allotm ent for orien tation before the opening o f the school year. Ebey (34:28) reported in an a r t ic le in The N a tio n 's S ch ools, published in December 1948, Chat in th e P ortlan d , Oregon sch ool system a two-week period b e fo re th e beginning o f sch ool was e sta b lish e d fo r th e o r ie n ta tio n o f new te a c h e r s. Since th ere was in s u f f ic ie n t money to pay th e new teach ers fo r a tten d in g t h is program i t was placed on a volu n tary b a s is . E x c e lle n t p a r tic ip a tio n r e s u lte d and, according to th e statem en ts o f eva lu a tio n , th e tim e was w e ll ap p reciated by th e new te a c h e r s. Stoops and R a ffe r ty , in t h e ir textb ook , P r a c tic e s and Trends in School Administr a tio n (1 6 :3 8 3 -8 4 ), recom mended th a t o r ie n ta tio n programs fo r new tea ch ers be p r a c tic a l and s p e c i f i c . They su ggested th a t th e p roce dures to be follow ed be developed to f i t in to an organ ized sch ed u le, as fo llo w s: (1) procedures a t tim e o f In terview , (2) procedures a fte r e le c t io n and b efo re th e opening o f sc h o o l, (3) procedures on th e opening day o f sc h o o l, and (4) procedures to be employed e a r ly in th e sch ool y ea r. Under each o f th e four c a te g o r ie s , th e authors l i s t e d variou s procedures to be fo llo w e d . Through th e development o f appropriate o r ie n ta tio n procedures and p r a c tic e s sch o o l personnel have th e r e s p o n s ib ility o f preparing th e new te a c h e r s, n o t o n ly 34 for th eir particu lar teaching assignm ents, but o f helping them to meet a l l o f th e ir personal and p rofession al needs, so that they may e sta b lish and maintain proper r e la tio n ships with th eir students, peers, and members o f th eir communities. Problems o f New Teachers Insight in to the d if f ic u lt ie s experienced by new teachers should be a prominent consideration in the estab lishment o f an orien tation program. References in the lite r a tu r e are abundant regarding the problems o f new teachers, indicating the concern o f many au th orities about th is su b ject. Zeran, In h is textbook, The High School Teacher and His Job, stated that early teaching experiences very often are the "making or breaking o f the new teacher" (23:262). According to Zeran w ell se n sitized school per sonnel make a sp ecia l point o f an ticip atin g the in cip ien t problems o f new teachers and take th is in to account in th eir orien tation programs (23:263). In a recent National Education A ssociation Public R elations n ew sletter, i t was emphasized that the opening days o f a new sch ool year need not: be days o f extreme b oth er and .bewilderment fo r th e begin nin g teach ers and th o se new to th e sch ool system: The classroom teach er coming new to a sch ool and community w i l l be faced w ith two typ es o f problem s—e s ta b lis h in g h is p ersonal l i f e and a d ju stin g to th e teach in g s it u a t io n . A ll-o u t a s s is ta n c e from every member o f th e sch ool s t a f f can h elp sh rink th ese problem s. (4 6 :unnumbered) The b eginning teach er must bear h is share o f r e s p o n s ib ility in th e o r ie n ta tio n program's e f f o r t s to a s s i s t him in h is problem s. Without h is a c tiv e p a r t ic i p a tio n , th e most c a r e fu lly developed program would f a i l b a d ly . In th e ir monograph on th e su b ject o f teach er o r ie n ta tio n , Stoops and Rupel s ta te : "Perhaps th e g reat e s t r e s p o n s ib ility fo r o r ie n ta tio n o f tea ch ers and th e b e s t m otivated agency to do so i s th e tea ch er h im self" (8 3 :unnumbered). To in d ic a te th e p artn ersh ip -ty p e o f arrangement n ecessa ry in th e t o t a l o r ie n ta tio n p ro ce ss, th e authors a ls o add: In ed u cation i t u su a lly becomes th e sch ool d i s t r i c t ' s r e s p o n s ib ility to tak e an a c tiv e in t e r e s t in a ssu rin g th a t i t s tea ch ers have th e knowledge and inform ation which w i l l a llo w them to be e f f i c i e n t , dynamic em ployees. (8 3 :unnum bered) In her unpublished doctoral d isserta tio n in 1954* concerning the problems o f high school teachers and th eir evaluations o f the sources o f a ssista n ce, Smith (87:64) * lis te d the major problems o f high school teachers under fiv e categories: (1) teacher-persoxmel problems, (2) teacher-student problems, (3) curriculum problems, (4) personal problems, and (5) problems concerning the physi ca l p lant. The 1952 Educational Research D ivision report . on teacher orien tation programs lis t e d the most common problems o f teachers as being s o c ia l, personal, and pro fe ssio n a l (64:48). W allace, in a summary o f h is unpub lish ed doctoral d isse r ta tio n , added a fourth problem, that o f community adjustment (68:250) . In a study o f teachers' problems, conducted dur ing a summer course in mental hygiene, Symonds found that personal problems far overshadowed p rofession al ones, and that even in the p rofession al problems certain personal elements were apparent. Among the personal problems were fe e lin g s o f in fe r io r ity and su p eriority, health , d i f f i c u ltie s w ith superiors, and fam ily rela tio n sh ip s. Symonds sta ted , "School adjustment i s not so much the ordering and arranging o f m aterials, equipment, schedules, and programs as i t i s d ea lin g s u c c e s s fu lly w ith In d ivid u als" (6 1 :4 ). A number o f stu d ie s review ed in th e lite r a t u r e were concerned w ith a v a r ie ty o f new -teacher problems th a t could be c l a s s i f i e d as both p r o fe ssio n a l and personal in n a tu re. T a te, in h is in v e s tig a tio n o f th e in d u ction o f secondary sch ool te a c h e r s, summarized in th e September 1943 is s u e o f th e School Review, found th a t many teach ers reported th e ir in a b ilit y to become in teg ra ted and accepted in th e ir new s c h o o ls . He s ta te d , "Beginning teach ers fr eq u en tly complain o f th e ir n ot b ein g a b le to gain acceptance from more experienced te a ch ers." T ate a ls o reported upon th e problem o f new tea ch ers n o t b ein g a b le to speak f r e e ly o f th e ir problems in in d iv id u a l co n fe r en ces w ith th e sch ool p r in c ip a l and h is s t a f f , n o t o n ly during th e p re-sch o o l o r ie n ta tio n p erio d , but during th e V i sch ool year as w e ll (6 3 :1 5 7 ). Symonds* ob serv a tio n s le d ; him to th e co n clu sio n th a t th e p erson al problems o f new i teach ers stemmed from th e ir own la ck o f adjustm ent (60: | 665) • Symonds a ls o concluded th a t problems o u tsid e o f j ! sc h o o l, such as th ose connected w ith fa m ily , h e a lth , and i j fin a n c e s, created te n sio n s which th e teach er brought to 38 the classrooms and the fa cu lty room, which in turn created problems w ith students and colleagu es. Stoops and R afferty, concerned with the profes sio n a l problems o f new teachers, advised adm inistrators to provide information about the follow ing commonplace items which, i f not handled properly, could develop into numerous problems: (1) time clock s, (2) room assignm ents, (3) d a ily schedule, (4) d a ily b u lle tin s , (5) mail boxes, (6) phone system, (7) fa cu lty m eetings, (8) teacher absences, (9) homeroom d u tie s, (10) school calendars and even ts, (11) attendance system and r e g is te r s , (12) the d e ta ils o f the school r e g iste r , (13) how to obtain sup p lie s , (14) m aterials o f in te r e st, (15) a ir raid d r ills , (16) f ir e d r ills , (17) h a ll passing, (18) equipment, (19) textbooks, and (20) the lib rary (16:384). In a study o f the problems o f beginning teachers, reported in an a r tic le in the October 1951 issu e o f the j B u lletin o f the National A ssocU tion o f Secondary School i | P rin cip als. tfey found th at problems o f pupil control and i d isc ip lin e appeared more frequently than any other prob- ' lem (71:56-57). Along th is same lin e , Tate stated: The majority o f secondary school teachers that are new to a school fin d d iffic u lty in 39 making s a tis fa c t o r y adjustm ents to th e p u p ils , th e p hilosop hy o f th e sc h o o l, s p e c if ic gu id ance fu n ctio n s and a d m in istra tiv e rou tin es* (63:157) In a rep ort regarding th e in d u ction o f new teach ers in to th e sch o o l and community, appearing in th e October 1950 is s u e o f th e North C entral A sso cia tio n Quarterly* W allace noted th a t 75 per cen t o f th e new teach ers surveyed in h is in v e s tig a tio n agreed th a t th e two most commonly expe rien ced problems were (1) lea rn in g a d m in istra tiv e rou t in e s , r e p o r ts , and procedures, and (2) ga in in g an under- ; stan d in g o f th e s c h o o l's system o f teach er ev a lu a tio n (6 8 :2 5 0 ). * i The p o te n tia l fa c to r s th a t may and o fte n do develop in to problems fo r new tea ch ers would appear to be i i : alm ost l i m i t l e s s . I t i s th er efo re im portant th a t expe- i i rien ced sch ool p erson n el, in d evelop in g p lan s fo r th e ir ! I ; new -teacher o r ie n ta tio n programs, a n tic ip a te in so fa r a s } ! ■ p o s s ib le th e problems th a t new tea ch ers are most l i k e l y j ? f ; i to have, and to tak e a l l p o s s ib le p recau tion s to a s s i s t | th e new tea ch ers in th e understanding o f th e se in c ip ie n t | ! d i f f i c u l t i e s . According to Gregg and Wey, in an a r t ic le ! I ■ ! ► ; ! appearing in th e March 1952 Journal o f Teacher E ducation, i "a l i t t l e tim e sp en t in h elp in g th e new teach er a t th e 40 beginning o f the year to adjust to the school situ a tio n w ill quite often prevent many occurrences that may n e c e ssi ta te the d isc ip lin e o f pupils and handling o f ir a te par ents a t a la te r date" (44:135)• Weeds o f New Teachers The problems o f new teachers and the needs o f new teachers have an obvious rela tio n sh ip . A nticipation o f the needs o f new teachers may go far in elim inating many o f th eir problems. Tate, in h is study regarding the needs o f new teachers, reconmended a chronological pattern o f induction: (1) At the time o f ap p lication , e le c tio n , or as soon as p ossib le a fte r e le c tio n , devices should be developed for supplying information regarding the teaching assignment, basic te x t books, housing and liv in g con d ition s, desired emphases and aims o f the assigned su b jects, general philosophy and ob jectiv es o f the sch ool, p rin cip les underlying d isc ip lin e , personal tr a its and conduct expected o f the teacher, and any lo c a l d eviations from generally employed practices; (2) Before the opening o f the sch ool, new teacher individual and group conferences with the superintendent regarding the unique fe a tures o f the curriculum and in stru ction al methods; (3) At the time o f the opening o f the school year, general teachers' meetings devoted to discussion; 41 (4) E arly In th e sch ool year, in d iv id u a l con feren ces w ith th e su p erin ten d en t, fo llo w in g classroom v i s i t s . More gen eral te a ch ers' m eet in gs devoted to th e d isc u ssio n o f r o u tin e . New teach er group con feren ces w ith th e superintendent and v is it a t i o n s to th e homes o f p u p ils . (63:157- 5 8 ). The needs o f th e new teach ers are u su a lly c l a s s i f ie d in th e lit e r a t u r e as gen eral and s p e c if i c . General needs are d escrib ed by Tate: The new teach er must lea rn th e philosophy which perm eates th e system ; must a d ju st him s e l f to new waya o f doing th in g s; and must e s t a b lis h working r e la tio n s h ip s w ith new p u p ils , new c o lle a g u e s , and a new com m m lty. (63:157) S p e c ific needs are d e a lt w ith by a number o f w r ite r s , in clu d in g W ellbank, who sta te d in th e A p ril 1953 is s u e o f i th e Journal o f Teacher E ducation. "Teachers need more h elp | i w ith sc h o o l r e p o r ts, a d m in istra tiv e procedures, and in s tr u c tio n a l and stu d en t-cen tered problems" (7 0 :2 1 1 ). j Ebey reported a plan d evised by P ortlan d , Oregon | sch ool ad m in istrators to improve th e g en era l l e v e l o f i new -teacher o r ie n ta tio n in th e Portland C ity S ch ools. T his program was in it ia t e d on a needs b a s is and e s ta b - | I lis h e d th e fo llo w in g seven p o in ts (34:28): i 1 . New tea ch ers need to be ad eq uately housed in an area as a c c e s s ib le as p o s s ib le to 42 Che school in which they w ill teach. 2. New teachers need to fe e l that, they are working in a frien d ly atmosphere with school personnel and a la y public that "includes them in" and respects them as in d ivid u als. 3 . New teachers need to become fam iliar with the community and i t s environment, the s o c ia l, cu ltu ral and recreation al oppor tu n itie s o f the environment. 4 . New teachers need to become acquainted with th eir co-workers—from the teachers w ithin th e ir buildings to the members o f the board o f education—and to understand the operating relation sh ip w ithin the organization. I t is e sp e c ia lly important that they meet other teachers who, lik e them selves, are new to the system and have sim ilar problems. 5. New teachers need to know the philosophy and p ractices o f the system so that they may be aware o f what is expected o f them. 43 6 . New tea ch ers need to understand how and from whom' th ey can ob tain h elp in improv ing th e ir teach in g w ith re sp e ct to methods and teach in g a id s and s u p p lie s. 7 . New tea ch ers need to be fa m ilia r w ith pro fe s s io n a l o rg a n iza tio n s* c e r t if ic a t io n requirem ents* in -s e r v ic e tr a in in g req u ire ments* h ea lth s e r v ic e plans* and even th e c r e d it union. Dugan* review in g h is own research* stated * "The i fin d in g s o f t h is in v e s tig a tio n su ggested se v e r a l p ertin en t i co n clu sio n s regarding th e need fo r inform ation on th e p art j • j o f new and b eginning teachers* th e sou rces from which th ey j . receiv ed inform ation and th e e f fe c t iv e n e s s o f th ese I sources" (3 3 :8 2 ). The 1962 Los A ngeles C ity research study regarding j ; • j ' th e in d u ction o f new teach ers reported* "New tea ch ers are j i ' I j ! | most in te r e s te d and need con crete su g g estio n s; namely* th e ! j j | planning o f a program o f in stru ctio n * th e u se o f appro- i * . | p r ia te m aterials* h elp w ith p u p il con trol* methods and i , : ; procedures* room organ ization * environment* and ro u tin es ! j and reports" (7 7 :unnumbered)• 44 Reeder a lso noted the need for s p e c ific s . In h is textbook* The Fundamentals o f Public School Administra tio n . he stated: The new teacher who i s new to the school or school system needs information concerning such m atters as the marking and examination proce dures# how pupils are c la s sifie d * how to secure su pp lies and equipment* how attendance and other reports are made ou t, and the regulation s con cerning d is a b ility leave fo r teachers# school hours# and in term ission s. (13:133) Also reporting on the s p e c ific needs o f new teachers* Kyte asserted in h is textbook* The P rincipal a t Work: New teachers need information about the b e ll signals* schedules* supplies* the b u lle tin board* the manner in which c la sse s enter and leave rooms, the lunch room, organization and procedures* the f i r s t day reports* and routine d u ties which may a ffe c t them isme- d la te ly . (10:105) The new teacher must a lso become fam iliar w ith the various serv ices o f the to ta l school p la n t. As noted in several references in the litera tu re* a d e fin ite part o f the orien ta tio n program i s that o f fa m ilia rizin g the new teacher w ith the various operations conducted in the sch ool. Zeran states# 'There are many rela tio n sh ip s among the members o f the fa cu lty which are strange to a teacher new in the sch ool. He needs to know the serv ices o f the Guidance Department* the Health Department* the Library 4 5 and o th er s p e c ia l se r v ic e groups" (23:15)* Zeran a ls o n o tes th a t I f th e new teach er Is to become p roperly ad ju sted to th e community, "He needs to know th e geography o f th e a rea , th e socio-econom ic d iv is io n s , th e in d u s tr ie s , museums, r e c r e a tio n resou rces and c iv ic organ ization s" (2 3 :1 6 ). Godwin a ls o c a l l s a tte n tio n to th e needs o f new te a c h e r s. In th e August 1949 is s u e o f th e American School Board Jou rn al, he w rote, "The sch ool has a d e f in it e r e s p o n s ib ility in a s s is t in g teach ers w ith th e ir needs and problems o f e s ta b lis h in g new p r o fe ssio n a l r e la tio n s h ip s , becoming fa m ilia r w ith u n fam iliar r e g u la tio n s , d iffe r e n t textbooks and w ith new s o c ia l co n tacts" (43:48) • A rep o rt on th e fin d in g s o f Amar's study concern in g new teach er o r ie n ta tio n programs i s given in th e E ncyclopedia o f E ducational R esearch. L isted among th ese fin d in g s were th e fo llo w in g needs as exp ressed by new tea ch ers: (1) th e need fo r inform ation regarding sch ool i | r e p o r ts, (2) th e need fo r inform ation and c l a r if ic a t io n o f a d m in istra tiv e procedures and r o u tin e s , and (3) th e need ' fo r a l l typ es o f a s s is ta n c e on in str u c tio n a l and stu d en t- ;cen tered problems (7 4 :7 0 5 )• One o f Che b asic human needs so often referred to by psychological a u th orities is the need o f being accepted. C ertainly the new teacher is no exception to t h is . In a report on the orien tation o f new teachers, appearing in the T h ir tv -fir st Yearbook o f the Department o f Elementary School P rin cip als, Hunt (75:53) found that new teachers expressed the need, above a l l e ls e , to fe e l wanted and accepted by the group. She added that every e ffo r t should be made to see that th is need i s s a tis fie d . Im p licit in the obvious in te r e st and concern on the part o f the many in vestigators dealing with the needs o f new teachers is the degree o f Importance attached to th is su b ject. From th is i t can be inferred th a t, as these needs are an ticip ated , accommodated, and resolved, the teaching effectiv e n e ss o f the new teacher w ill be corres pondingly Increased. Evaluation o f O rientation In the various rep orts, surveys, and in v estig a - i tion s conducted regarding orien tation programs, considera- : tio n is u su ally given to the process o f evalu ation . As I stated previously in th is chapter, there is general agree ment among au th orities that a desirab le orien tation 47 program i s one th a t g iv e s th e g r e a te s t a id to th e new tea ch er in a ch iev in g h is maximum tea ch in g p o t e n t ia l. I t has a ls o been s ta te d th a t what m ight c o n s titu te a d e s ir a b le o r ie n ta tio n program in one community cou ld be q u ite in e f f e c t iv e in a n o th er. Chandler and P e tty (3 :1 7 9 -8 0 ) b e lie v e th a t th ere are some common d istin g u is h in g ch arac t e r i s t i c s th a t may be used to e v a lu a te o r ie n ta tio n pro grams: 1 . O rien ta tio n p r a c tic e s are w e ll organ ized and e f f e c t i v e l y a d m in istered . 2 . O rien ta tio n i s a phase o f lo c a l s e le c t io n and assignm ent o f te a ch ers and a ls o o f th e in -s e r v ic e ed u cation program. 3 . A d e s ir a b le o r ie n ta tio n program r e c o g n ise s th e problems and needs o f new te a c h e r s . 4 . D e fin ite and s p e c if ic o r ie n ta tio n o b je c t i v e s o r g o a ls are s ta t e d . 5 . The plan i s com prehensive and employs p rac- I J | t i c e s s p e c i f i c a l l y d esign ed to a ch iev e | s ta te d g o a ls • j i 6 . The o r ie n ta tio n program h elp s th e sch o o l system to r e a liz e f u l l v a lu e from new i i te a c h e r s . 48 7 . Orientation plans are adapted to the particu la r school system. 8 . The orien tation program is con tin ually evalu ated and Improved. As a b asis for evaluating and improving ex istin g orien tation programs# H ill stated# "The orien tation pro gram should be evaluated con tin u ally in terms o f i t s suc cess in orienting teachers" (85:1887)* Dugan (33:81) reported the importance o f assigning re sp o n sib ility to a school o f f ic ia l for the regular system atic evaluation o f new teacher programs. Yeager (22:317) lis t e d a number o f p rin cip les o f evaluation which could be considered u sefu l ; to the to ta l program o f orien tation : (1) cooperative determination o f the purposes of evaluation# (2) develop ment or improvement o f forms to be used# (3) removal of any items to which there is a v a lid objection and d i f f i cu lty in applying# (4) development or Improvement o f the evaluation procedure# (5) use o f many forms o f evidence and judgment# (6) in clu sion o f a l l aspects# (7) recogni- ! tio n o f individual d ifferen ces in a l l teachers# (8) r e c o g -; i n itio n o f peculiar personal and professional a ttrib u tes o f teachers# (9) respect for the p erson ality o f teachers# 49 (10) a p o s itiv e approach in th e ad m in istration o f th e p la n . The p rocess o f ev a lu a tio n i s a part o f any good p la n . The obvious v a lu e o f ev a lu a tio n i s to g iv e sch ool personnel charged w ith th e o rg an ization and planning o f o r ie n ta tio n programs an opportunity fo r a thorough exam* in a tio n o f th e aims* purposes* and o b je c tiv e s o f o r ie n ts* t io n . Through evalu ation * p a r tic ip a tin g p erson n el in th e o r ie n ta tio n program lea rn b e tte r ways o f improving th e program; and continuous ev a lu a tio n i s a n e c e s s it y to con* tin u ln g s u c c e ss . As sta te d by Chandler and P e tty , "The wisdom and exp erien ce o f a s t a f f can be pooled and put to ! i work in th e ev a lu a tio n and improvement o f in d u ction and p ra ctic es" (3 :1 8 0 )• As noted in th e E ducational Research S ervice C ircu lar No. 8 . p ublished in 1952* in some sch ool j i system s th o se members o f th e sch ool s t a f f r e sp o n sib le fo r | th e new*teacher o r ie n ta tio n programs have found i t h e lp fu l to s o l i c i t th e op in ion s and a ttitu d e s o f new te a c h e r s. I In a summary o f th e ev a lu a tio n s given in t h is rep ort i t was found* fo r example* th a t new tea ch ers want tim e fo r I con feren ces w ith p r in c ip a ls and su p ervisors* and tim e to f work in th e ir own sch ool b u ild in g s g e ttin g ready fo r th e 50 f i r s t days o f sch ool. According to th is report, the new teachers "want help w ith p ra ctic a l problems and not d is cussions o f theory and philosophy" (6 4 :4 ). This kind o f p ra ctica l reaction may be determined through the process o f evalu ation . Lim itations o f Previous Studies I t was noted a t the beginning o f th is chapter that a large amount o f published m aterial i s a v a ila b le on the su bject o f the o rien ta tio n o f newly employed teach ers. Much o f th is information r e la te s to the needs o f new teachers in areas p ertaining to th e ir p ro fessio n a l, per son al, and so c ia l problems o f adjustment. I t i s n ote worthy that much le s s a tten tio n has been devoted to the needs o f new teachers as r e fle c te d by th e ir individual backgrounds o f train in g and experience. An in d ication o f th is appears in a summary o f o rien ta tio n in v estig a tio n s lis t e d In the Encyclopedia o f Educational Research (75: 705) and the Rational Education A ssociation report on | i ! fir s t-y e a r teachers (3 9 :3 5 ). Both o f th ese reports allu d e | ; to the probable rela tio n sh ip th at e x is ts between the degree o f success o f the beginning teacher and the amount ! o f h is p re-service tra in in g . The National Education 51 A ss o c ia tio n re p o r t in d ic a te d th a t th e need fo r inform a tio n on th e p a rt o f new ly employed te a c h e r s v a r ie d s i g n i f i c a n t l y accord in g to s i z e o f th e sc h o o l d i s t r i c t and th e number o f new te a c h e r s to be o r ie n te d . A ccording to t h is re p o r t th e need fo r in form ation on th e p a rt o f new ly employed te a c h e r s i s fa r more im portant in la r g e sch o o l system s than in sm a ll o n e s. R eferen ces t o com prehensive stu d y and re se a r c h in th e s e a re a s were n o t to be found in th e p r o fe s s io n a l lit e r a t u r e in v e s tig a te d . A nother area th a t would seem to b ear a d d itio n a l f stu d y i s in th e realm o f in d iv id u a l d iffe r e n c e s th a t e x i s t i among b oth new and exp erien ced te a c h e r s . A sta tem en t to t h i s e f f e c t i s n oted in th e 1962 N a tio n a l S o c ie ty fo r th e j i i Study o f E ducation Yearbook: ! Given t h i s in t e r e s t in th e in d iv id u a lit y o f c h ild r e n and i t s meaning fo r e d u c a tio n , i t i s somewhat s u r p r is in g to fin d th e la c k o f c o r r e s ponding concern fo r th e in d iv id u a lit y o f te a c h e r s . Z f we have advanced in our educa t io n a l th in k in g to a p o s it io n where we view c h ild r e n a s in d iv id u a ls , each c a l l i n g fo r s l i g h t l y d if f e r e n t e d u c a tio n a l a c t io n , we con t in u e , n o n e th e le s s , t o th in k o f te a c h e r s a s te a c h e r s , each th e i n t e l l e c t u a l and psych o l o g i c a l e q u iv a le n t o f th e o th e r . (8 0 :7 6 ) j Another r e fe r e n c e t o t h i s need fo r fu r th e r in form ation i s g iv en in th e 1956 N a tio n a l S o c ie ty fo r th e Study o f 52 Education Yearbook: Are the same problems sig n ific a n t to teachers a t su ccessive stages o f th eir profes sion al l i f e , or do individual d ifferen ces e x is t among teachers as v e i l as among pupils? (79:133) R elative to th is su b ject, Anderson and Smith, in an a r tic le appearing in the June 1955 issu e o f the Review o f Educational Research, stated: Since teaching a b ility i s probably a com plex o f c h a r a c te r istic s, future research should take into account the p o s s ib ility o f d ifferen t patterns o f e ffe c tiv e teacher behavior for d if feren t kinds o f teach ers, p u p ils, and educa tio n a l in stitu tio n s . (24:216) As noted e a r lie r in th is chapter, most o f the research regarding new-teacher orien tation has been con cerned with the organization and development o f orien ta tio n programs, orien tation p ractices and procedures, and the personal, p rofession al, and so c ia l problems o f new teach ers• As important and v it a l as these considerations I are, other factors r e la tiv e to the needs o f new teachers would seem worthy o f addition al research and in vestigation ., Chanter That the subject o f new-teacher orien tation is considered to be on important part o f the school program 53 i s evid en ced by th e e x te n s iv e q u a n tity o f lit e r a t u r e d e v o te d to th e s u b j e c t. That s ig n i f ic a n t ly in crea se d a t te n tio n has been g iv e n to th e p ro ce ss o f n ew -teach er o r ie n ta t io n subsequent to World War I I i s a ls o e v id e n t. A ccording to th e w r ite r s on th e s u b je c t, e f f e c t i v e o r g a n i z a tio n a l and p la n n in g procedures a re con sid ered a n e c e s s i t y in th e s u c c e s s f u l o p era tio n o f an o r ie n ta t io n pro gram. A number o f e f f e c t i v e o r ie n ta t io n methods and te c h n iq u es r e fe r r e d to in th e lit e r a t u r e have been d escr ib ed in t h i s c h a p te r . I t was n o ted t h a t , among th o se d e f in it io n s o f o r ie n ta t io n found in th e l i t e r a t u r e , elem en ts o f t i m e li n e s s and a p p ro p ria ten ess were co n sid ered to be o f impor ta n t s ig n if ic a n c e by a u th o r itie s on th e s u b j e c t. The adjustm ent o f new te a c h e r s was co n sid ered to be th e u ltim a te g o a l o f th e s u c c e s s f u lly conducted o r ie n t a t io n program. I t was n oted t h a t , w h ile th e p urposes and g o a ls o f n ew -teach er o r ie n ta t io n programs have n o t alw ays been a ch iev ed e f f e c t i v e l y , t h i s area h as r e c e iv e d r e c e n t p u rp o sefu l em phasis and in t e r e s t on th e p a rt o f o r ie n ta t io n p la n n e r s. 54 Reviews o f various in v estig a tio n s indicated that orien tation planning should be d e fin itiv e , w ell organized, and fle x ib le . The q u ality o f planning was stressed as an important consideration. That new teachers desired and appreciated thoroughly and e f f ic ie n t ly planned orien ta tio n programs was emphasized by various in v estig a to rs. References in the lite r a tu r e indicated that the r e sp o n sib ility for the o v e r -a ll adm inistration o f p o lic ie s regarding the establishm ent o f the orien tation program should be directed to the d is t r ic t superintendent by the board o f education, and delegated to the building p rin ci pals and th eir subordinates for the actual adm inistration i j o f the program. Also noted was a growing tendency for i p articip ation by a v a riety o f personnel representing sch ool, c iv ic , and serv ice organizations. A number o f orien tation p ractices and procedures proposed in the lite r a tu r e were reviewed and presented in j the survey. The v a riety o f p ractices and procedures in d i-j cated an increased awareness o f the need to meet the needs I • | o f new teachers more adequately. I t was stated that the re sp o n sib ility for a s s is t ing new teachers w ith th e ir problems was a concern o f 55 both exp erien ced sch o o l person n el and th e new te a ch ers th em selv es. The ty p es o f problems commonly encountered by new tea ch ers were b r ie f l y review ed . These problems were id e n t if ie d a s b oth p erson al and p r o fe s s io n a l. V arious fa c to r s th a t co n trib u ted to tea ch er problems were l i s t e d . S tu d ies re p o r tin g on th e needs o f new tea ch ers were m entioned. Areas o f n ew -teach er o r ie n ta tio n needs were id e n t if ie d and e f f o r t s o f v a rio u s sch o o l p erson n el to accommodate th e se needs were review ed . Needs were . c l a s s i f i e d a s b ein g b oth gen eral and s p e c i f i c . There was gen eral agreement among a u th o r itie s th a t ; i o r ie n ta tio n programs should be c a r e f u lly e v a lu a te d . Common ; d is tin g u is h in g c h a r a c te r is tic s to be used in t h is ev a lu a t io n p ro cess were c it e d . The o v e r - a ll e f f e c t iv e n e s s o f a program o f new- i i tea ch er o r ie n ta tio n i s d ir e c t ly r e f le c t e d in th e degree o f ! ' su c c e ss o f I t s b egin n in g te a c h e r s . The v a l i d i t y o f t h is j ! i c r it e r io n i s s u c c in c tly borne ou t in th e t i t l e o f an ! . I a r t ic l e by Lewis and Winsor in th e December 1959 is s u e o f t E ducation*'* l e ad ersh ip ; "I Know What 1 am D oing, and j ; ! Why1 1 (4 8 :1 4 1 ). ! C H A P T E R III P R O C E D U R E In addition to surveying the pertinent lite r a tu r e , the search for information that would aid in improving the q u ality o f new-teacher orien tation programs was conducted by means o f a questionnaire survey administered to 283 newly employed teachers in a selected group o f high schools in the Los Angeles County area o f Southern C ali forn ia. Personal interview s were a lso conducted w ith 35 t newly employed teachers located in high schools o f the same area. The ensuing sectio n s o f th is chapter report the procedures followed in the construction and adm inistration o f the questionnaire and in the an alysis o f the data obtained from the responses to the questionnaire. Also d eta iled are step s taken in the preparation for and the conduct o f the personal interview s which con stitu ted a 57 p a rt o f th e in v e s t ig a t io n . C on stru ction o f th e O oeationnal-re The q u e stio n n a ir e c o n s is te d o f th r e e p a r ts . The f i r s t p a rtj com p risin g th e f i r s t p age, was d evelop ed to id e n t if y v a r io u s c h a r a c t e r is t ic s o f p r o fe s s io n a l tr a in in g and ex p er ie n c e o f th e resp o n d en ts, a s fo llo w s :^ 1 . The number o f undergraduate and gradu a te u n its in ed u ca tio n p o sse sse d by C a lifo r n ia tr a in e d te a c h e r s . 2 . The number o f undergraduate and gradu a te u n its in ed u ca tio n p o sse sse d by o u t - o f - s t a t e - t r a in e d te a c h e r s . 3 . L ocation o f p r a c tic e te a c h in g in o r ou t o f C a lifo r n ia . 4 . P reviou s exp erien ce* i f any* in o th er s c h o o ls in th e p r e se n t d i s t r i c t . 5 . P reviou s exp erien ce* i f any* in o th er sc h o o l d i s t r i c t s in C a lifo r n ia . 6 . P reviou s exp erien ce* i f any* o u t o f th e s t a t e o f C a lifo r n ia . In order to construct the second part o f the questlonnaire, i t was f ir s t necessary to determine answers to the follow ing questions: 1. What orien tation top ics and procedures are being u tiliz e d in high schools in Southern California? 2. What orien tation top ics and procedures are recommended in the p rofession al litera tu re? 3 . What orien tation top ics and procedures are recommended by school personnel who have participated in orien tation programs for newly employed teachers? 4 Principals in each o f the twenty-seven high schools chosen to p articip ate in the study were requested to send prospectuses o f th eir current 1961-62 orien tation programs, together w ith any other orien tation Information they considered pertinent and u se fu l. Conferences and interview s were conducted with high school and d is t r ic t adm inistrators and consultants in the Torrance Unified School D is tr ic t, with counselors, and w ith both expe rienced and newly employed teachers in high schools 59 lo ca te d in th e iam ediate area in and surrounding th e c i t y o f Torrance* C a lifo r n ia . A summary in v e s tig a tio n o f th e lit e r a t u r e regard in g contemporary p r a c tic e s and p roce dures used in new -teacher o r ie n ta tio n programs was made to v e r if y th e o r ie n ta tio n to p ic s and procedures contem p la ted fo r u se in th e study* as w e ll as to d isco v er ad d i tio n a l item s to broaden th e scope o f th e stu d y. From th e inform ation gathered in t h is manner* 107 d iffe r e n t o r ie n ta tio n to p ic s and procedures were id e n t i f ie d . I t then became n ecessary to e s ta b lis h standards upon which a d e c isio n could be based in determ ining which o f th e 107 item s should be used in th e q u estio n n a ire. These standards were: 1 . Approximately two th ir d s o f th e to p ic s and procedures s e le c te d must have been used by a t le a s t 90 per cen t o f th e s e le c te d sc h o o ls . 2 . Approxim ately one th ir d o f th e to p ic s and procedures must have been s e le c te d from su g g est ion s subm itted by new ly employed tea ch e r s and experienced sch ool person n el who had p a r tic ip a te d in a new -teacher o r ie n ta tio n pro gram fo r th e year 1961-62. 60 On the b asis o f the above standards, 58 orien ta tio n top ics and procedures were se le c te d . The top ics were organized according to two major categories: "Your New Corammity," containing 13 top ics; and "Your New Assignment," broken down in to the follow ing subcategories: "Classroom Assignment," containing 8 top ics; "Teaching M aterials and Equipment," w ith 4 top ics; "State, D istr ic t, and School Laws, P o lic ie s , and Procedures," w ith 6 top ics; "Orientation A ssistance from School Personnel—Their Role, Function, and R elationship to You," containing 9 top ics; and "General Information," w ith 11 to p ic s. Additional space was allowed under each subcategory to provide the respondent the opportunity o f suggesting additional top ics and procedures. Opposite each top ic were lis te d choices under which the respondent, by a check mark, could in d i cate (1) h is evaluation o f the importance o f the to p ic, (2) h is recommendation regarding where the top ic should be presented, and (3) h is recommendation regarding when the top ic should be presented. The third part o f the questionnaire, con sistin g o f the la s t page, requested the respondents to in dicate th eir recosnendations concerning (1) the number o f days that 61 should be devoted to p re-sc h o o l r .w -te a c h e r o r ie n ta tio n — both paid and unpaid; and (2) th e p ercen tage o f tim e th a t should be devoted to v a rio u s phases o f th e o r ie n ta tio n during each o f th e days so in d ic a te d . Respondents were a ls o req u ested to l i s t two o f t h e ir most h e lp fu l and le a s t h e lp fu l o r ie n ta tio n e x p e r ie n c e s. Refinem ent o f th e Q u estion naire A p relim in ary d r a f t .o f th e q u estio n n a ire was p re sen ted to a group o f ten new ly employed h igh sch o o l te a ch e r s . These tea ch ers com pleted th e q u estio n n a ire and su g - , . g e ste d v a rio u s changes and m o d ific a tio n s to improve th e i in stru m en t. The r e v ise d q u estio n n a ire was them p resen ted to th e chairman o f th e com m ittee fo r t h i s stu d y , a pro f e s s o r o f ed u cation in th e f i e l d o f ed u ca tio n a l ad m in is- j tr a tio n a t th e U n iv e r sity o f Southern C a lifo r n ia . On th e j i b a s is o f th e chairm an's e v a lu a tio n , a d d itio n a l m o d ific a - ! tio n s and changes were made, a f t e r which a copy was m ailed fo r f i n a l e v a lu a tio n to each o f th e o th er two members o f i ! th e com m ittee fo r t h is stu d y , both o f whom were p r o fe sso r s ! 1 i o f ed u cation a t th e U n iv e r sity o f Southern C a lifo r n ia . ' v i The r e v ise d q u estio n n a ire was approved by a l l o f th e 62 members o f the committee and was then ready for d istrib u tio n . A copy o f the fin a l questionnaire appears in Appendix A. S election o f the Schools In selec tin g the high schools whose newly employed teachers would be surveyed, the follow ing requirements were established: 1. The school selec ted must be located in the Los Angeles County area o f Southern C ali forn ia. (This requirement was estab lish ed for the sake o f convenience in conducting follow-up interview s, i f necessary.) 2. The school selected must be a public senior high sch ool. 3 . The school selected must have employed a t le a st fiv e new, fu ll-tim e regular teachers for the 1961 school year. 4 . The p rin cip al o f the school selected must be w illin g to submit a prospectus o f h is 1961-62 new-teacher orien tation program. 5. The prin cipal o f the school selected must be w illin g to allow h is newly employed 63 te a c h e r s to p a r tic ip a te in th e su rv ey . 6 . There should be a t le a s t fo u r sc h o o ls in each o f th e fo llo w in g c a te g o r ie s : a . S ch ools em ploying from f i v e to te n new te a c h e r s . b . S ch ools em ploying from e le v e n to tw enty new te a c h e r s . c . S ch ools em ploying from tw en ty-on e to t h i r t y new te a c h e r s . d . S ch ools em ploying th ir ty -o n e o r more new te a c h e r s . On th e b a s is o f th e s e req u irem en ts, tw en ty -sev en j i s e n io r h ig h sc h o o ls were s e le c t e d , and t h e ir p r in c ip a ls j agreed to p a r tic ip a te in th e su rv ey . I D is tr ib u tio n o f th e Q u estion n aire i On May 11, 1962, q u e stio n n a ir e s were m ailed j : d ir e c t ly to th e p r in c ip a l's o f f i c e in each o f th e tw enty- j seven s e le c t e d h ig h s c h o o ls , fo r d is t r ib u t io n to th e new | j i ! te a c h e r s in th o se s c h o o ls . T elephone c a l l s to th e p r in c i- | i ! i ; ! p a ls in v o lv ed had been made p r e v io u s ly t o make arran ge- i ments fo r th e conduct o f th e su rv ey . A stam ped, 64 self-ad d ressed envelope was enclosed w ith each question n a ire. By June 14# 1962# 297 questionnaires had been returned. Of th is number# 283 were considered usable# representing 71 per cent o f the. to ta l sample. Table 1 c la s s if ie s the responses by schools according to the num ber o f new teachers employed. I t is in tere stin g to note th at a higher proportion o f teachers responded from schools which employed r e la tiv e ly fewer new teach ers. The Sample Of the 283 high school teachers surveyed# 93 reported C alifornia tra in in g and experience# 46 reported C alifornia train in g but no experience# 34 reported ou t- o f-s ta te train in g and experience# 30 reported o u t-o f-sta te train in g but no experience; and 65 reported o u t-o f-sta te train in g and C alifornia experience. F ifteen respondents did not in d icate th e ir p rofessio n a l tra in in g and expe rien ce . In response to the questionnaire item pertaining to u n its in education acquired# 32 respondents indicated they had acquired le s s than 20 units# 155 had acquired between 20 and 30 units# and 96 had acquired 40 or more I T A B L E 1 NUMBER AND PERCENTAGE OF QUESTIONNAIRES SENT AND RETURNED Questionnaires Sent to Number Sent Number of Per Cent to New Teachers of New Teachers Responding Response Schools employing less than 11 new teachers Schools employing between 11 and 20 new teachers Schools employing between 21 and 30 new teachers Schools employing 31 or more new teachers Totals 41 128 98 134 401 34 90 66 -21 283 83 70 67 J1 71 O N U i 66 u n its (see Table 2 ). Treatment o f the Data The data were tabulated and interpreted in four d ifferen t ways. F ir st, the responses were tabulated and interpreted for the en tire group o f respondents. The questionnaires were then arranged according to profes sion al training and experience o f the respondents, and the data were again tabulated. The questionnaires were re-arranged and tabulated according to the number o f units in education respondents had acquired. F in a lly , the questionnaires were arranged and tabulated according to the number o f new teachers in the schools in which respondents were employed. Personal Interviews To lend depth to the study, personal interview s were conducted w ith th ir ty -fiv e newly employed teachers in high schools located in the Los Angeles County area o f Southern C aliforn ia. A l i s t o f s ix questions was composed | from an in it ia l tabulation o f the questionnaire survey wherein certain areas were not s u ffic ie n tly developed or were questionably answered by the respondents. These 67 TABLE 2 DISTRIBUTION OF RESPONDENTS ACCORDING TO PROFESSIONAL TRAINING AND EXPERIENCE AND N U M B ER OF UNITS ACQUIRED IN EDUCATION Number o f _______C a teg o ries__________________________________ R espondents P r o fe s s io n a l Training and E xperien ce C a lifo r n ia tr a in in g and ex p er ie n c e 93 C a lifo r n ia tr a in in g and no ex p e r ie n c e 46 O u t-o f-s ta te tr a in in g and ex p er ie n c e 34 O u t-o f-s ta te tr a in in g and no ex p er ie n c e 30 O u t-o f-s t a te tr a in in g and C a lifo r n ia ex p er ie n c e 65 U n id e n tifie d 15 T o ta l 283 U n its in E ducation L ess than 20 32 Between 20 and 30 155 40 o r more 96 T o ta l 283 68 questions con stitu ted the b asis o f the Interview s. At the conclusion o f each interview the Investigator recorded the responses, which were then tabulated in the same manner as indicated above. CH APTER IV AN O VERVIEW OF THE RESPONSES In th e p rev io u s ch a p ters th e purpose and impor ta n ce o f t h i s in v e s tig a tio n were s t a t e d , th e p e r tin e n t re se a r c h and lit e r a t u r e were rev iew ed , and th e procedures used a s a b a s is fo r t h i s stu d y were o u tlin e d . T h is ch ap ter p r e se n ts an overview o f th e fin d in g s d eriv ed from th e o v e r - a ll resp o n ses t o a q u e stio n n a ir e su rvey o f 283 new ly employed Southern C a lifo r n ia h ig h sch o o l te a c h e r s w ith r e s p e c t to t h e ir o p in io n s o f s e le c te d o r ie n ta tio n to p ic s and procedures: t h e ir im portance, where ! and when th e t o p ic s should be p r e se n te d , recommended le n g th and d is t r ib u t io n o f tim e t o be d evoted t o p r e - I sc h o o l o r ie n t a t io n , and m ost h e lp fu l and l e a s t h e lp fu l i | a s p e c ts o f o r ie n t a t io n . 69 70 Importance o f the Topics This sectio n reports the findings from a stand point o f the o v er -a ll responses regarding the degree o f importance attached to the orien tation top ics included in the questionnaire. Under each general heading o f to p ics, the data were analyzed and are reported in the follow ing manner: (1) the average ratin g o f importance accorded the en tire se t o f to p ics, (2) the three top ics considered most important, and (3) importance ratin gs o f the remaining to p ic s, in rank order. To determine the degree o f importance attached to each o f the orien tation top ics by the respondents, a three-point ratin g sca le o f importance was provided: very important, moderately important, or not important. To reduce the resu ltin g information received from a l l o f the respondents to a sin g le , w ell defined value, a mean rating o f importance, in percentage, was devised for each to p ic. To arrive a t th is mean ratin g, each "very important" response was assigned a value o f two; each "moderately Important" response was assigned a value o f one; and each "not important" response was assigned a value o f zero. The to ta l value o f the responses under each o f the top ics 71 was th en d iv id e d by tw ic e th e t o t a l number o f r e sp o n se s, th ereb y a r r iv in g a t th e mean r a tin g o f im portance, in p erc en ta g e. A r a tin g o f 100 p er cen t would in d ic a te th a t a l l te a c h e r s ra te d th e to p ic a s "very im p ortan t." A r a t in g o f 0 per c e n t , on th e o th e r hand, would in d ic a te th a t a l l te a c h e r s r a te d th e to p ic a s "not im p ortan t." Community Inform ation T op ics d e a lin g w ith community in form ation r e c e iv e d an average mean im portance r a tin g o f 56 per c e n t from th e i .o v e r -a ll re sp o n d en ts. The th r e e t o p ic s co n sid ered m ost im portant were (1 ) c o s t o f h ou sin g a v a ila b le (73 per c e n t ) , i (2 ) typ e o f h ousin g a v a ila b le (72 per c e n t ) , and (3 ) c o s t | | o f l i v in g in th e area (69 per c e n t) . Mean r a tin g s f o r th e j o th e r t o p ic s , in rank o rd er , were a s fo llo w s: i 4 . Q u a lity o f sc h o o ls fo r c h ild r e n (67 p er c e n t) 5 . S ta tu s o f te a c h e r s in th e community (65 per c e n t) i 6 . D ista n ce from sc h o o l o f employment (63 per ! c e n t) | 7 . Socioeconom ic str u c tu r e o f community (62 per c e n t) 8 . C lim ate (57 per c e n t) 72 9. Location o f schools for children (55 per cent) 10. Recreation f a c il i t i e s (46 per cent) 11. Location o f churches (43 per cent) 12. Employment opportunities for other members o f the fam ily (39 per cent) 13. A v a ila b ility o f baby s it t e r s (19 per c e n t). Other to p ic s, suggested by the respondents, were "proximity o f c o lle g e s," "community cu ltu ral a c t iv itie s ," "public transportation a v a ila b le," and "assistance in finding homes." Inasmuch as none o f these top ics received more than two responses, they were not considered o f su f fic ie n t importance to warrant individual treatment. Classroom Assignment Topics pertaining to the classroom assignment received an average mean importance ratin g o f 78 per cent from the o v e r -a ll respondents. The three top ics receiving the highest mean ratin gs were (1) in stru ction al planning for the year (90 per ce n t), (2) planning for the f i r s t day o f school (88 per c e n t), and (3) classroom guidance and d isc ip lin e (87 per ce n t), in that order. Mean ratings for the other to p ic s, in rank order, were as follow s. 4 . Classroom grading and reporting (85 per cent) 5 . Course o u tlin e s and overview s (76 per cen t) 6 . Classroom environm ent (69 per cen t) 7 . Classroom t e s t in g (65 per ce n t) 8 . Homework assignm ents (61 per c e n t ) . Other t o p ic s , su ggested by th e resp on d en ts, were "paperwork p roced u res," " c la ss a c t i v i t i e s ," " a v a ila b ilit y o f department chairm an," " c le a r ly s ta te d p o l ic ie s ," " in form al h elp from se n io r te a c h e r s," " p o lic ie s on stu d en t in su b o rd in a tio n ," " c le r ic a l d u tie s o u tlin e d ," "concrete in s tr u c tio n a l p la n s." Inasmuch as none o f th e se to p ic s r e c e iv e d more than two r e sp o n ses, th ey were n o t con sid ered o f s u f f i c i e n t Importance to warrant in d iv id u a l treatm en t. T eaching M a teria ls and Equipment T opics p e r ta in in g to te a ch in g m a te r ia ls and eq u ip ment r e c e iv e d an average mean im portance r a tin g o f 76 per cen t from th e o v e r - a ll resp o n d en ts. The th ree to p ic s con sid e red most im portant were (1 ) textb ook s (8 2 per c e n t ) , (2) in s tr u c tio n a l su p p lie s and equipment (81 per c e n t ) , and (3 ) u se o f d u p lic a tin g equipment (71 per c e n t ) . " A u d io-visu al a id s" r e c e iv e d a mean r a tin g o f 68 per c e n t. 74 School Special SeryJLceg Topics pertaining to school sp ecia l services received an average mean importance ratin g o f 71 per cent from the over-all- respondents. The three top ics receiv ing the highest mean ratin gs were (1) d isc ip lin e and attendance (88 per ce n t), (2) guidance and counseling pro gram (84 per cen t), and (3) In stru ction al a ssistan ce to teachers (71 per c e n t), in that order. Mean ratin gs for the other to p ics, in rank order, were as follow s: 4 . Use o f school lib rary (69 per cent) 5. Health program (68 per cent) 6. Student a c t iv it ie s program (63 per cent) . 7. C afeteria, cu sto d ia l, c le r ic a l personnel and services (55 per cent) One other to p ic was suggested by a respondent: "explanation o f National Defense Education Act and National Science Foundation Grants." S ta te. D is tr ic t, and School Laws. P o lic ie s , and Procedures Topics pertaining to the above subject received an average mean importance ratin g o f 73 per cent from the j o v e r -a ll respondents. The three top ics receivin g the 75 h ig h e st mean r a tin g s were (1) tea ch er su p e r v isio n and e v a lu a tio n (83 per c e n t ) , (2) tea ch er r e s p o n s ib ilit y and l i a b i l i t y (82 per c e n t ), and (3) tea ch er prom otion, tenure, and term in ation (81 per c e n t ) , in th a t o rd er. Mean r a t in g s fo r th e o th er t o p ic s , in rank o rd er, were a s fo llo w s: 4 . Teacher s ic k le a v e , s a b b a tic a l, and r e t i r e ment (72 per cen t) 5* School and d i s t r i c t o r g a n iza tio n (65 per c e n t) 6 . School and d i s t r i c t purchasing and p o l i c ie s (57 per c e n t ) . Orl^pu t i o n A ssista n c e from School P ersonnel ! O rien ta tio n a s s is ta n c e from sch o o l p erson n el r e - } ce iv e d an average mean im portance r a tin g o f 62 per cen t j from th e o v e r - a ll resp on d en ts. Of th e d if f e r e n t p erso n - | n e l in d ic a te d under t h is gen era l h ead in g, th e th r e e con - j ! sid e red most im portant were (1) th e sch o o l p r in c ip a l (90 j I ! per c e n t ) , (2) th e department chairman (89 per c e n t ) , and (3) th e sch o o l s t a f f (84 per c e n t ) , in th a t o rd er . Mean r a tin g s fo r th e o th er t o p ic s , in rank o rd er, were as i • I [ fo llo w s: 76 4 . Central o ffic e personnel (61 per cent) 5. The d is tr ic t superintendent (60 per cent) 6. The school board (52 per cent) 7. The teacher sponsor (51 per cent) 8 . Local community leaders (36 per cent) 9. The student body president (35 per ce n t). General Information Topics pertaining to general information received an average mean importance ratin g o f 67 per cent from the o v e r -a ll respondents. The three to p ics receiving the highest mean ratings were (1) salary placement and ad vancement (83 per ce n t), (2) working hours (76 per cen t), and (3) extra duty assignments (75 per c e n t). Mean ra t ings for the other to p ic s, in rank order, were as follow s: 4 . School and d is t r ic t h istory and philosophy (72 per cent) 5 . Use o f student, teacher handbooks (71 per cent) 6 . Health and accident insurance (70 per cent) 7. School standardized te stin g program (65 per c e n t), and p rofession al organizations (65 per cent) 77 8 . School a t h l e t i c program (53 p er cen t) 9 . C red it union (52 per c e n t ) , and fa c u lty s o c ia l a c t i v i t i e s (52 per c e n t ) . For a ta b u la tio n o f th e d ata from w hich th e above fin d in g s were d e r iv e d , s e e T able 3 on th e fo llo w in g p age. Where T on ics Should Be P resen ted R espondents were provided two c h o ic e s by w hich th e y cou ld in d ic a te t h e ir recommendations w ith r e s p e c t to where in form ation about th e community sh ould be p resen ted : ■ through th e m a il o r a t sch o o l; and n in e c h o ic e s by w hich th ey co u ld in d ic a te t h e ir recommendations w ith r e s p e c t to J where in form ation about a l l o th e r o r ie n ta t io n to p ic s I sh ould be p resen ted : through th e m a il, a t s c h o o l, a t d i s t r i c t m eetin gs fo r new te a c h e r s , a t d i s t r i c t m eetin gs fo r j a l l te a c h e r s , a t b u ild in g m eetin gs fo r new te a c h e r s , a t ! f b u ild in g m eetin gs fo r a l l te a c h e r s , a t departm ent m e etin g s,| ; a t In d iv id u a l m eetin gs w ith p r in c ip a l and s t a f f , and a t j ' ’ i 1 in d iv id u a l m eetin gs w ith th e te a c h e r sp o n so r. The f in d - | ! I | in g s d eriv ed from th e o v e r - a ll resp o n ses w ith r e s p e c t to I * i th e s e methods o f p r e se n tin g o r ie n ta tio n in form ation a re | rep o rted acco rd in g t o th e two c h o ic e s recommended by th e IM P O R T A N C E R A TIN G S O F O R IEN TA TIO N Topics Conran i t v Information Cost o f housing availab le Type o f housing availab le Cost o f liv in g in area Location o f churches Recreation f a c i l i t i e s Climate Distance from school o f employment Location o f schools for children Quality o f schools for children A v a ila b ility o f baby s it t e r s Status o f teachers In community Socioeconomic structure o f community Employment opportunities for other members o f fam ily Classroom A lignm ent Planning for the f i r s t day o f school In stru ction al planning for the year Classroom guidance and d isc ip lin e Classroom grading and reporting Classroom environment T A B L E 3 :CS, T A B U L A T E D A C C O R D IN G T O O V ER -A LL R ESPO N SES Ratings and Mean ■Number Responding Under Each Importance Very Moderately Not Ratings (in Important Important Important percentage) 86 50 17 73 79 59 12 72 80 59 19 69 28 76 49 43 27 75 49 46 59 59 31 57 61 72 20 63 55 33 43 55 77 14 35 67 9 27 81 19 67 62 22 65 53 83 17 62 33 37 61 39 Average ratin g o f importance 56% 221 51 7 88 223 52 3 90 208 60 7 87 196 76 2 85 130 118 26 69 Classroom Planning for the f i r s t day o f school In stru ction al planning for the year Classroom guidance and d isc ip lin e Classroom grading and reporting Classroom environment Homework assignments Course o u tlin es and overviews Classroom te stin g Im s M m M itw iili B w lw m t Textbooks A udio-visual aids In stru ction al supplies and equipment Use o f d u p licatin g equipment School S n e e lil S ervice! Guidance and counseling program Health program Student a c t iv it ie s program D iscip lin e and attendance Use o f school lib rary In stru ction al a ssista n ce to teachers Cafeteria* custodial* c le r ic a l personnel and serv ices 221 51 7 88 223 52 3 90 208 60 7 87 196 76 2 85 130 118 26 69 95 144 26 61 151 112 8 76 106 139 24 65 Average ratin g o f Importance 78% 185 74 12 82 120 134 22 68 171 93 6 81 130 120 19 71 Average ratin g o f Importance 76% * 182 70 5 84 111 138 16 68 87 159 19 63 193 49 5 88 122 119 22 69 128 111 21 71 30 51 12 55 Average ratin g o f importance 71% 00 T A B L E Topics S t it e . D is tr ic t, snd School Laws. Pol I d a s , and Procedures Teacher supervision and evaluation Teacher promotion* tenure* and term ination Teacher sick leave* sabbatical and retirem ent Teacher r e sp o n sib ility and l i a b i l i t y School and d is t r ic t organization School and d is t r ic t purchasing p o lic ie s O rientation A ssistance from School Personnel The School Board The D is tr ic t Superintendent Central o ffic e personnel The school prin cipal The school s ta f f Department chairman Toochov inonaor 3—Continued Ratings and Mean Humber_Respondlnz Under Each Importance Very Moderately Not Ratings (In Important Important Important percentage) 185 77 8 83 181 77 16 81 141 107 21 72 195 97 7 82 114 135 32 65 79 146 44 57 Average ratin g o f Importance 73% 66 139 57 52 88 144 36 60 95 116 38 61 241 39 2 90 181 79 3 84 207 48 6 89 83 Q A 78 m The School Board The D is tr ic t Superintendent Central o ffic e personnel The school p rin cipal The school s ta f f Department chairman Teacher sponsor Local community leaders Student body president General Information School and d is t r ic t h istory and philosophy Use o f studentj teacher handbooks School standardised te stin g program P rofessional organisations Extra duty assignments Working hours Salary placement and advancement Health and accident insurance School a th le tic program Credit union Faculty so c ia l a c t iv it ie s 66 139 57 52 88 144 36 60 95 116 38 61 241 39 2 90 181 79 3 84 207 48 6 89 83 96 78 51 35 115 108 36 37 102 113 35 Average rating o f importance 62% 130 108 17 72 123 118 14 71 97 134 20 65 97 142 21 65 129 122 11 75 140 101 11 76 174 81 4 83 128 112 23 70 70 137 53 53 68 134 59 52 59 151 47 52 Average ratin g o f Importance 67% 80 highest percentage o f the to ta l respondents. A s lig h tly higher percentage o f the o v er -a ll respondents recommended that information pertaining to the community be sent through the mail (54 per cen t), rather than having i t availab le at school (46 per c e n t). In only three o f the th irteen top ics lis t e d was the la tte r method recommended by a higher percentage o f the o v e r -a ll respondents: "location o f churches," "recreation f a c i l i t i e s / ' and " a v a ila b ility o f baby s itte r s ." The highest percentage o f a l l respondents recom mended that information pertaining to a l l other top ics be presented at sch ool. Since there was an overlapping o f meaning in the case o f the response "at school" and the responses "at building m eetings," "at department meet in gs," "at individual m eetings," e t c ., i t was deemed ad v isa b le th at, for more meaningful fin d in gs, the responses indicated by the next highest percentage o f respondents should be reported a lso , as fo llo w s. An almost equal percentage o f the respondents recommended that information about the classroom assign ment be presented at school and a t department m eetings. While i t was reconsended by the second highest percentage o f respondents th a t Inform ation about tea ch in g m a te ria ls and equipment be p resented a t department m eetin gs, th e second h ig h e st percentage o f respondents recommended th a t inform ation about sch ool s p e c ia l se r v ic e s be presented a t b u ild in g m eetings fo r new teach ers; th a t Inform ation about s t a t e , d i s t r i c t , and sch ool la w s, p o lic ie s , and procedures be presented a t in d iv id u a l m eetings w ith p r in c ip a l and s t a f f ; and th a t inform ation about o r ie n ta tio n a s s is ta n c e from sch ool personnel and gen eral inform ation be p resented a t b u ild in g m eetings fo r a l l teach ers (se e Table 4 ) .. When T onics Should Be Presented i Respondents were provided th ree ch o ices by which | th ey could in d ic a te th e ir recommendations w ith r e sp e c t to ! th e b e s t tim es fo r p resen tin g community inform ation: b e - | i fo r e th e co n tra ct i s sig n ed , im m ediately a f t e r th e con - | : tr a c t i s sig n e d , and b efore sch ool b e g in s. Four ch o ic e s j : were provided whereby th ey could in d ic a te t h e ir recomaen- j ! ! i ! d a tio n s w ith r e sp e c t to th e b e s t tim es fo r p resen tin g inform ation about a l l o th er to p ic s: b efore sch ool b e g in s, j i during th e f i r s t q u arter, during th e f i r s t sem ester, and : ‘ ' : during th e f i r s t y ea r. The fin d in g s d erived from th e T A B L E 4 O VER -ALL R ESPO N SES R E G A R D IN G W H E R E O R IEN TA TIO N TOPICS S H O U L D B E P R E SE N T E D (in percentages o f to ta l responses) Key: A - Through the mail B - At school C ■ At d is t r ic t meetings for new teachers D • At d is t r ic t meetings for a ll teachers E * At building meetings for new teachers Topics F - G - H - I - At building meetings for a l l teachers At department meetings At individual meetings w ith p rin ci pal and s t a f f At individual meetings with teacher sponsor Choices and Percentages Responding Under Each B E H G w m n lity Ipforw sion* Cost o f housing availab le Type o f housing availab le Cost o f liv in g in area Location o f churches Recreation f a c i l i t i e s Climate Distance from school o f employment Location o f schools for children Q uality o f schools for children A v a ila b ility o f baby s it t e r s Status o f teachers in community Socioeconomic structure o f community Employment opportunities for other members o f fam ily Average percentage Classroom Assignment Planning for the f i r s t day o f school In stru ction al planning for the year Classroom guidance and d isc ip lin e f ! 1 ■ ■ ■ rA A tn o r i d l n o r o n n r f 64 36 55 45 63 37 45 55 47 53 67 33 52 48 55 45 61 39 22 78 54 46 51 49 66 34 54 46 8 15 5 19 5 19 0 % 1 1 7 8 7 10 9 9 7 11 8 12 1 9 11 9 1 0 in 16 25 13 i a 10 1 1 17 1A 8 7 7 A Claaaroom Aaa-typmpnt- Plannlng for the f lr a t day o f school In stru ction al planning for the year Classroom guidance and d isc ip lin e Classroom grading and reporting Classroom environment Homework assignments Course o u tlin es and overviews Classroom te stin g Average percentage Teaching M aterials and Eoulcnent Textbooks Audio-visual aids In stru ction al supplies and equipment Use o f duplicating equipment Average percentage School Special Services Guidance and counseling program Health program Student a c t iv it ie s program D iscip lin e and attendance Use o f school lib rary In stru ction al assista n ce to teachers C afeteria« cu sto d ia l, c le r ic a l personnel and serv ices Average percentage 8 15 11 10 11 11 16 10 8 5 19 7 9 8 9 25 11 7 5 19 8 9 12 10 13 17 7 3 23 7 7 12 10 18 14 6 2 25 6 9 11 12 16 12 7 2 21 7 7 12 9 21 13 8 7 24 7 7 8 7 26 8 6 3 22 5 9 9 11 24 9 8 4 21 7 8 8 10 20 12 7 4 33 5 5 9 8 22 8 7 2 32 5 7 10 10 21 7 6 2 34 4 6 10 10 21 6 6 1 35 6 5 12 12 17 5 8 2 34 5 6 10 10 20 7 7 2 29 7 7 16 12 8 14 5 2 30 6 8 15 14 8 11 6 2 32 6 7 14 15 6 12 6 1 25 5 8 16 16 9 15 5 2 30 8 6 15 13 10 10 6 2 27 7 5 13 10 15 13 8 1 29 8 7 18 11 7 13 6 2 29 7 7 15 13 9 11 6 *0nly two choices were provided under to p ics pertaining to community information: "through the mail" and "at school*" ^ T A B L E Topics S tate. D is tr ic t, and School Laws. P o lic ie s, and Procedures Teacher supervision and evaluation Teacher promotion, tenure, and termination Teacher sick leave, sab batical, and retirement Teacher re a p o n slb lllty and lia b i li t y School and d is t r ic t organization School and d is t r ic t purchasing p o lic ie s Average percentage O rientation A ssistance from School Personnel The school board The d is t r ic t superintendent Central o ffic e personnel , . The school principal The school s ta f f The department chairman The teacher sponsor Local community leaders The student body president Average percentage Choices and Percentages Responding Under Each A B C D E P G H I 6 19 7 7 13 11 9 22 6 13 18 9 8 11 12 5 20 4 13 21 8 10 10 14 5 14 5 10 20 7 10 10 13 7 17 6 9 20 13 13 9 13 6 13 4 9 19 10 9 9 13 13 12 6 10 20 9 10 10 13 8 16 5 9 20 15 15 5 14 5 12 5 10 17 17 18 5 11 6 11 5 10 20 15 13 8 14 5 12 3 5 14 9 9 16 12 7 23 5 5 19 7 9 14 14 6 20 6 5 16 6 7 9 12 28 11 6 5 22 8 8 10 8 13 5 21 7 24 11 17 7 13 7 7 7 3 25 8 12 11 20 6 8 7 7 20 10 12 9 14 9 12 7 The school s c a n The department chairman The teacher sponsor Local community leaders The student body president Average percentage General Information School and d is t r ic t h istory and philosophy Use o f student, teacher handbooks School standardised te stin g program Professional organizations Extra duty assignments Working hours Salary placement and advancement Haaltn and accident insurance School a th le tic program Credit union Faculty so c ia l a c t iv itie s ■ * Average percentage j 5 5 7 3 J L 7 16 22 24 25 i 6 8 11 8 7 8 17 12 9 10 7 11 20 10 12 12 8 13 20 14 28 13 7 6 11 5 7 8 12 6 21 7 7 10 23 13 11 10 11 6 12 12 30 7 6 11 12 7 10 9 26 6 6 10 17 10 10 13 23 8 13 8 16 5 7 6 22 6 6 12 16 8 18 11 22 7 7 6 15 10 14 16 22 10 10 9 12 4 14 18 20 7 11 7 16 5 11 8 24 7 8 11 7 18 10 17 22 8 11 7 16 5 7 15 25 4 11 7 20 6 5 12 24 8 9 9 14 8 11 00 l* » 84 o v er -a ll responses w ith respect to these recommendations are reported according to the percentage o f the to ta l respondents recommending each choice. Of the three choices with respect to the b est time for presenting information pertaining to top ics under the heading o f community information, "before the contract is signed" was recommended in every Instance, receiving an average o f 53 per cent o f the to ta l responses. Of the four choices w ith respect to the b est times for presenting a l l other to p ics lis t e d in the question n aire, "before school begins" was co n sisten tly the prefer ence, receiving an average o f 58 per cent o f the to ta l responses under the heading o f classroom assignment, 60 per c e n t.o f the responses under the heading o f teaching 1 m aterials and equipment, 52 per cent o f the responses under the heading o f school sp ecia l ser v ic es, 57 per cent o f the to ta l responses under s ta te , d is t r ic t , and school laws, p o lic ie s , and procedures; 54 per cent o f the to ta l responses under the heading o f orien tation a ssistan ce from i | school personnel, and 59 per cent o f the responses under the heading o f general inform ation. (See Table 5) T A B L E 5 O V ER -A LL RESPO NSES R E G A R D IN G W H E N O R IEN TA TIO N TOPICS S H O U L D B E P R E SE N T E D (In Percentages o f T otal Responses) Key: J - Before contract Is signed M - During f i r s t quarter K ■ Im e d la te ly a fte r contract Is signed N - During f i r s t semester L ■ Before school begins 0 - During f i r s t year Topics Choices and Percentages Recommending Each J K L 44 25 31 43 26 31 55 19 26 37 26 37 40 21 39 66 16 18 65 20 15 47 24 29 57 21 22 68 21 11 50 25 25 56 23 21 66 17 17 M N CwmlLY Intowtion* Cost o f housing availab le Type o f housing availab le Cost o f liv in g in area Location o f churches Recreation f a c i l i t i e s Climate Distance from school of employment Location of schools for children Q uality o f schools for children A v a ila b ility o f baby s it t e r s Status o f teachers in community Socioeconomic structure o f community Employment opportunities for other members o f the fam ily ttBM raon AlglBfflfflft* Planning for the f i r s t day o f achool Instruction planning for the year Classroom guidance and d isc ip lin e Classroom grading and reporting Classroom environment Homework asalgnments Course o u tlin es and overviews 94 1 3 2 56 25 9 10 57 23 8 12 47 35 8 10 56 25 5 19 55 30 5 10 63 23 4 10 m iK M B Planning for the first day of school Instruction planning for the veer Classroom guidance and discipline Classroom grading and reporting Classroom environment Homework assignments Course outlines and overviews Classroom testing Teaching Mater io la and Equipment Textbooks Audiovisual aids Instructional supplies and equipment Use of duplicating equipment School Special Servlcet Guidance and Counseling program Health program Student activities program Discipline and attendance Use of school library Instructional assistance to teachers Cafeteria* custodial* clerical personnel and services 94 1 3 2 56 25 9 10 57 23 8 12 47 35 8 10 56 25 5 19 55 30 5 10 63 23 4 10 42 36 9 13 71 16 6 7 53 31 6 10 61 20 5 14 54 29 6 11 53 24 9 14 46 34 7 13 54 29 6 11 62 21 6 11 52 29 5 14 48 27 8 17 49 31 7 13 *Only three choices were provided under topics pertaining to community information: "before contract is signed*" "Immediately after contract Is signed*" and "after school begins." Four choices were provided all other topics: "before school begins*" "during first quarter*" "during first semester*" and "during first year." o o in T A B L E 5—Continued Topics Choices and Percentages Recomaending Each J K L M N 0 44 26 12 18 51 26 9 14 56 23 6 15 66 19 4 11 64 21 6 9 60 19 7 14 58 19 8 15 63 17 7 13 55 25 9 11 63 17 6 14 60 21 6 13 55 16 10 19 56 20 10 14 43 29 13 15 36 31 16 17 68 17 • 8 7 an IQ Q S ta te. D is tr ic t, end School Laws, P o lic ie s , and Procedures^ Teacher supervision and evaluation Teacher promotion, tenure, and termination Teacher sick lea v e, sab b atical, and retirem ent Teacher r e sp o n sib ility and l i a b i l i t y School and d is t r ic t organisation School and d is t r ic t purchasing p o lic ie s Ogifl Scho entation A ssistance from 91, .EwtonnsI The school board The d is t r ic t superintendent Central o ffic e personnel The school p rin cip al The school s t a ff The department chairman The teacher sponsor Local community leaders The student body president General Information School and d is t r ic t h isto ry and philosophy The school s t a ff The department chairman The teacher sponsor Local community leaders The student body president Cm«r«l Information School and d is t r ic t h isto ry and philosophy Use o f student, teacher handbooks School standardised te stin g program Professional organisations Extra duty assignments Working hours Salary placement and advancement Health and accident Insurance School a th le tic program Credit union Faculty so c ia l a c t iv it ie s 60 21 6 13 55 16 10 19 56 20 10 14 43 29 13 15 36 31 16 17 68 17 8 7 67 19 9 5 52 31 7 10 51 30 6 13 59 25 4 12 73 13 4 10 67 20 5 8 63 23 5 9 50 34 7 9 57 28 6 9 40 35 10 15 0 0 O ' Length o f Pre-S^ h ^ i O r ie n ta tio n and D istr ib u tio n o f 87 I t was noted th a t, w h ile a l l o f th e respondents recommended one day o f p re-sch o o l o r ie n ta tio n and 95 per cen t recommended two days, a s u b s ta n tia lly low er p ercen t age o f th e respondents recommended more than 2 d ays. Three days were recommended by 54 per cen t o f th e t o t a l respondents; fou r days were recoamended by 23 per cent; f iv e days were recommended by 16 per cent; and more than i i f iv e days were recommended by o n ly 2 per cen t o f th e t o t a l ! resp on d en ts• The average number o f paid p re-sch o o l o r ie n ta tio n j days recommended by a l l th e respondents was 2 .9 d ays, t i w h ile th e average number o f unpaid p re-sch o o l o r ie n ta tio n | days recommended was 2 .2 days, a d iffe r e n c e o f .7 d ays. I t As th e recommended number o f days to be sp en t in p re-sch o o l o r ie n ta tio n in crea sed , th ere was a d ecrease in | t th e recommended percentages o f tim e to be sp en t in gen eral [ d i s t r i c t m eetings fo r new te a c h e r s, gen eral d i s t r i c t m eet- i i ln gs fo r a l l te a c h e r s, gen eral b u ild in g m eetings fo r new te a c h e r s, gen eral b u ild in g m eetings fo r a l l te a c h e r s, and | i in d iv id u a l m eetings w ith p r in c ip a l and s t a f f . The 8 8 recommended percentages o f time to be spent on department meetings Increased through the third day, a fte r which they decreased as the number of days increased. The rec ommended percentage o f time to be spent in new teachers working in the classrooms increased for each o f the suc ceeding days recomoended by the respondents—from 11 per cent o f the f i r s t day to 78 per cent o f a l l days beyond the f if t h day. A tabulation o f the data from which the above findings were derived appears in Table 6 on the follow ing page. Most Helpful Aspects o f O rientation The most h elp ful aspects o f orien tation mentioned by the o v e r -a ll respondents were grouped, in so far as p o ssib le, under the general headings, "building m eetings," , "department m eetings," "school principal m eetings," "dis t r ic t m eetings," and "general experiences." In a l l , I respondents mentioned 55 aspects as being most helpful: 13 l I ; | pertaining to building m eetings, 10 pertaining to depart- : ment m eetings, 7 pertaining to school p rincipal meetings, 6 pertaining to d is t r ic t m eetings, and 18 pertaining to T A B L E 6 RECOMMENDATIONS REGARDING LENGTH OF PRE-SCHOOL ORIENTATION AND DISTRIBUTION OF TIME* TABULATED ACCORDING TO OVER-ALL RESPONSES Key: A ■ General district meeting! for new teechere B - General district meetings for all teachers C * General building meetings for new teachers D - General building meetings for all teachers E - Department meetings F - Individual meetings with principal and staff G - Individual meetings with teacher sponsor H - New teachers working In the class room Type of Meeting* and Average Percentage Length of Orientation lecom- lendlng A B C D E F G H 100 19 10 19 8 18 12 5 10 95 6 5 15 10 22 10 8 22 54 3 5 9 11 22 10 7 33 23 2 4 6 9 21 9 12 37 16 2 2 5 4 13 7 13 54 2 2 0 4 2 3 3 8 78 One day Two days Three days Four days . Five days More than five days Average number of days recom manded If paid: 2*9 Average number of days recom mended If unpaid: 2.2 o o v O 90 general experiences. Of Che fiv e groups o f asp ects, those fa llin g under the heading o f building meetings were mentioned w ith the greatest frequency (73 per cent o f the responses), with those fa llin g under the heading o f department meetings (45 per cen t), general experiences (32 per ce n t), school principal meetings (22 per ce n t), and d is t r ic t meetings (11 per cent) follow in g, in that order. Single aspects mentioned w ith the greatest fr e quency were "general Information at department meetings (29 per cent o f the respon ses), "general information by adm inistration and sta ff" (27 per c e n t), "attendance and d isc ip lin e procedures" (14 per ce n t), "new teachers meet ing with the principal" (11 per cen t), and "school p o li c ie s and procedures" (10 per ce n t), in that order. F ifty other aspects were mentioned, none o f whose frequency o f mention con stitu ted over 7 per cent o f the to ta l responses See Table 7 for a tabulation o f the data from which the above findings were derived. Least Helpful Aspects o f O rientation Aspects mentioned by the o v e r -a ll respondents as being le a s t h elp fu l were a lso grouped according to T A B L E 7 A SPECTS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y AS BEING M O S T H ELPFUL, T A B U L A T E D A C C O R D IN G T O O V ER -A LL R ESPO N SES Aspects Percentage o f Respondents Mentioning Typical Conments Building Meetings General information by adm inistration and s ta f f Attendance and d isc ip lin e procedures School p o lic ie s and procedures Guidance and counseling procedures (N - 196) 27 14 10 7 Good sta r t; important C learly explained Very h elp fu l Department Meetings General information at department meetings Individual meetings with department chairman 29 6 S c h o o l P r i n c i p a l M e e t i n g s Individual meetings with department chairman School Principal Meetings New teachers meeting with principal Individual new-teacher meetings w ith principal D istr ic t Heatings General information at d is t r ic t meetings A ssistance from teacher sponsor Tour o f campus Teachers working in classrooms £ 7 6 11 Friendly* relaxed 4 5 7 Helpful 6 5 92 "building m eetings," "department m eetings," "school prin cip a l meetings," " d istr ic t m eetings," and "general expe rien ces." In a l l , 40 aspects were mentioned: 8 pertain ing to building m eetings, 4 pertaining to department meet in gs, 3 pertaining to school principal m eetings, 4 per tain in g to d is t r ic t m eetings, and 21 pertaining to general experiences. Of the fiv e groups of asp ects, those fa llin g under the heading o f general experiences were mentioned with the greatest frequency, receivin g 50 per cent o f the to ta l responses, followed by those groups o f aspects under the heading o f d is t r ic t meetings (46 per c e n t), building meet ings (34 per cen t), department meetings (8 per ce n t), and school principal meetings (3 per c e n t), in that order. Single aspects mentioned with the greatest fr e quency were "general information at d is t r ic t meetings," which received 43 per cent o f the to ta l responses, "gen era l information by adm inistration and s ta ff," receiving 15 per cent o f the to ta l responses, and "school or d is t r ic t breakfasts, luncheons, or s o c ia ls," which received 10 per cent o f the to ta l responses. Thirty-seven other aspects were mentioned, none o f whose frequency o f 93 response c o n stitu te d over 6 per cen t o f th e t o t a l r e sp o n ses. See Table 8 fo r a ta b u la tio n o f th e data from which th e above fin d in g s were d eriv ed . Siiram jiT -y 1 . Of th e s i x groups o f to p ic s evalu ated by th e o v e r -a ll resp on d en ts, th a t group d e a lin g w ith th e c la s s room assignm ent receiv ed th e h ig h e st average mean r a tin g o f importance (78 per c e n t), follow ed by to p ic s d ea lin g w ith tea ch in g m a teria ls and equipment (76 per c e n t ), s t a t e , d i s t r i c t , and sch o o l law s, p o lic ie s , and procedures (73 I per c e n t); sch ool s p e c ia l se r v ic e s (71 per c e n t ), gen eral t inform ation (67 per c e n t ), and community inform ation (56 per c e n t ), in th a t ord er. 1 2 . Of th e 58 in d iv id u a l to p ic s ev a lu a ted , th o se whose mean importance r a tin g s were over 80 per cen t were I i 5 ; as fo llo w s: | i ! "The sch o o l p rin cip a l" (90 per cen t) i • !■ j " In str u c tio n a l planning fo r th e year" (90 per cen t) i * j "The department chairman" (89 per cen t) "Planning fo r th e f i r s t day o f sch ool" (88 per cen t) TA B L E 8 A SPECTS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y A S BEING L E A ST H ELPFUL, T A B U L A T E D A C C O R D IN G T O O V ER -A LL R ESPO N SES Aspects Percentage o f Respondents Mentioning Typical Comments (N - 105) B u ild fa g J fe ftln M . General information by adm inistration and s ta ff Attendance and d isc ip lin e procedures Grading and te stin g procedures School p o lic ie s and procedures 15 6 5 4 R epetitious; too general; too many people Not clear; too long Too general Inadequate; confusing General information at department meetings Too many School Principal Meetings General information a t department meetings School Principal Meetings New teachers meeting with principal D istr ic t Meetings General Information at d is t r ic t meetings g f f l O T l School or d is t r ic t b reak fasts, luncheons, or so c ia ls A ssistance from teacher sponsor Bus tour o f c it y Guest speakers Too many Too many; too general; too long; in terestin g but not h elp ful Too many speakers; too long Unfriendly; not helpful not in terested Monotonous Didn't come; wordy • 95 " D isc ip lin e and attendance" (88 per cen t) "Classroom guidance and d is c ip lin e " (87 per cen t) "Cla.ssroom grading and rep ortin g" (85 per cen t) "Guidance and co u n selin g program" (84 per cen t) "School s ta ff " (84 per cen t) "Teacher su p erv isio n and evalu ation " (83 per cent) "Salary placem ent and advancement" (83 per cen t) "Textbooks" (82 per cen t) "Teacher r e s p o n s ib ilit y and li a b i l i t y " (82 per cen t) " In str u c tio n a l su p p lie s and equipment" (81 per cen t) "Teacher prom otion, ten u re, and term ina tion " (81 per cen t) • 3 . On th e w hole, th e o v e r - a ll respondents recom- i mended th a t inform ation p e r ta in in g to th e conm m ity be ! sen t to them through th e m a il, th a t Inform ation p erta fh in g to th e classroom assignm ent and tea ch in g m a teria ls and equipment be made a v a ila b le a t department m eetin gs, th a t | i inform ation about sch ool s p e c ia l se r v ic e s be made a v a il- j I a b le a t b u ild in g m eetings fo r new te a c h e r s, th a t s t a t e , 96 d is t r ic t , and school laws, p o lic ie s , and procedures be presented a t individual meetings w ith principal and/or s t a f f , and that information about orien tation assistan ce and general information be made availab le at building meetings fo r a l l teachers. 4 . The highest percentage o f respondents recom mended that information about the commmity be presented before the contract is signed, and that information per taining to a l l other top ics be presented before school b egins. 5. A ll respondents recommended one day o f pre school orien tation ; 95 per cent recommended two days. After the second day, as the number o f days Increased, the percentage recommending that amount decreased. 6 . The o v e r -a ll respondents recommended an aver age o f .7 more days for pre-school orien tation i f paid than i f unpaid. 7. As the recommended number o f days to be spent in pre-school orien tation increased, there was a decrease in the recommended percentages o f time to be spent in general d is t r ic t meetings for a l l teachers, general d is t r ic t meetings for new teachers, general building meetings fo r new te a c h e r s, gen eral b u ild in g m eetings fo r a l l tea ch e r s , and in d iv id u a l m eetings w ith p r in c ip a l and s t a f f . The recommended p ercen tages o f tim e to be sp en t on d ep art ment m eetings in creased through th e th ir d day, a fte r which th ey decreased as th e number o f days in crea se d . The r e c - omnended percentage o f tim e to be sp en t in new teach ers working in th e classroom s in creased fo r each o f th e su c ceeding days recommended by th e respondents—from 11 per cen t o f th e f i r s t day to 78 per cen t o f a l l days beyond th e f i f t h day. 8 . Most h e lp fu l a sp ects o f o r ie n ta tio n , accord ing to th e o v e r -a ll resp o n ses, were "general inform ation \ a t department m eetin gs," "general inform ation by adm inis tr a tio n and s t a f f ," "attendance and d is c ip lin e proce dures," "new teach ers m eeting w ith th e p r in c ip a l," and "school p o lic ie s and procedures," in th a t o rd er. 9 . A spects o f o r ie n ta tio n which were mentioned j ^ l j w ith th e g r e a te s t frequency by th e o v e r -a ll respondents as j j b ein g le a s t h e lp fu l were "general inform ation a t d i s t r i c t | I : m eetin gs," "general infoxm ation by ad m in istration and j ! ! s t a f f ," and "school or d i s t r i c t b r e a k fa sts, luncheons, o r , ; s o c ia ls ," in th a t ord er. C H A P T E R V SIGNIFICANCE O F T H E L O C A T IO N O F PR O FESSIO N A L TRAINING A N D EX PER IEN C E O F R E SP O N D E N T S After an overview o f the findings was made, a more intim ate view o f the responses was taken, analyzing them from a standpoint o f the lo c a le in which respondents received th eir professional train in g and experience, the number o f u n its in education they had acquired, and the number o f new teachers in the schools in which they were employed. This chapter d iscu sses the findings with respect to the f i r s t aspect mentioned above. In order to analyze the data from a standpoint o f the lo ca le in which respondents received th eir profes sion al training and experience, the follow ing c la s s if ic a tio n s were estab lish ed and the data were tabulated accord ingly: (1) respondents w ith C alifornia train in g and expe rien ce, (2) respondents w ith C alifornia train in g and no 98 99 ex p er ie n c e, (3 ) respondents w ith o u t - o f - s t a t e tr a in in g and e x p e r ie n c e , (4) respondents w ith o u t - o f - s t a t e tr a in in g and no ex p er ie n c e, and (5) respondents w ith o u t - o f - s t a t e tr a in in g and C a lifo r n ia e x p e r ie n c e . F ifte e n o f th e respondents d id n o t f a l l in to any o f th e se c l a s s i f i c a t io n s , and so th e ir resp o n ses were n o t in clu d ed in th e ta b u la tio n s . Tmp<yyt;anei> o f th e T onics C ertain d e v ia tio n s from th e o v e r - a ll p ic tu r e were found when th e resp on ses w ith r e sp e c t to th e mean impor tan ce r a tin g s o f th e v a rio u s to p ic s were examined from a stan d p oin t o f th e background o f p r o fe ssio n a l tr a in in g and ex p erien ce o f resp o n d en ts. These fin d in g s are rep o rted , accord in g to th e group o f to p ic s to which th ey a p p ly , in th e fo llo w in g manner: (1) d e v ia tio n s in average mean r a t in gs accorded th e group o f to p ic s as a w h ole, (2 ) n o t ic e a b le d e v ia tio n s (10 per cen t or more) in mean r a tin g s accorded in d iv id u a l to p ic s in th e group, and (3) d e v ia tio n s w ith r e sp e c t to th e th re e to p ic s con sid ered most im portant in th e group. 1 0 0 ComamItv Inform* Respondents w ith C alifornia train in g and expe rien ce accorded top ics pertaining to community information a lower average mean ratin g o f importance than that re fle c te d by the o v er -a ll responses. N oticeably lower were mean ratings accorded "cost o f liv in g in the area," "dis tance from school o f employment," and "quality o f schools for children." No deviation from the o v er -a ll pattern appeared w ith respect to the three most important topics under th is heading, however. Respondents w ith C alifornia train in g and no expe rien ce accorded a lower average mean ratin g o f importance to these top ics than that r e fle c te d by the o v er-a ll responses. N oticeably lower was the mean rating accorded "distance from school o f employment." No deviation from the o v e r -a ll pattern appeared w ith respect to the three most important top ics under th is heading, however. Respondents w ith o u t-o f-sta te train in g and expe rien ce accorded a s lig h t ly higher average mean ratin g of i i importance to top ics under th is general heading than that : r e fle c te d by the o v e r -a ll responses. N oticeably higher was the mean ratin g accorded "quality o f schools for 1 0 1 c h ild r e n ." W hile th e se respondents conformed w ith th e o v e r - a ll p a ttern w ith r e sp e c t to two o f th e to p ic s c o n sid ered most im portant, a departure was n oted in th e ir ch o ice o f " q u a lity o f sch o o ls fo r ch ild ren " over th e two to p ic s p e r ta in in g to h ou sin g. Respondents w ith o u t - o f - s t a t e tr a in in g and no exp erien ce accorded th e same average mean r a tin g o f impor tan ce to t h is s e t o f to p ic s as th a t r e f le c t e d by th e o v er a l l r e sp o n se s. C ertain d e v ia tio n s from th e o v e r - a ll p a t tern were n o ted , however. N o tic ea b ly h ig h er mean r a tin g s I were accorded " sta tu s o f tea ch ers in th e community" and "employment o p p o r tu n itie s fo r o th er members o f th e fam ily."! W hile th e se respondents conformed w ith th e o v e r - a ll p a t- i te r n w ith r e sp e c t t o two o f th e to p ic s con sid ered most im portant, a departure was n oted in t h e ir ch o ice o f I i " sta tu s o f te a ch ers in th e community" and " q u a lity o f I sch o o ls fo r ch ild ren " over "type o f housing a v a ila b le ." j I Respondents w ith o u t - o f - s t a t e tr a in in g and C a li- j j fo r n ia ex p erien ce accorded a s l i g h t l y h igh er average mean | r a tin g o f im portance t o to p ic s p e r ta in in g t o community in form ation than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. i N o tic ea b ly h igh er were th e mean r a tin g s accorded seven 1 0 2 top ics: "cost o f housing a v a ila b le /' "cost o f liv in g in the a re a /' "recreation f a c il it i e s ," "clim ate," " ava ila b il it y o f baby s itte r s ," "status o f teachers in the commun ity ," and "employment opportunities for other members o f the fam ily." These respondents accorded a noticeably lower mean rating o f importance to "distance from school o f employment" than was r e fle c te d by the o v e r -a ll responses. No deviation from the o v e r -a ll pattern appear ed with respect to the three most important top ics under th is heading, however. Classroom Assignment Average mean ratin gs o f importance accorded top ics pertaining to the classroom assignment by respondents with C alifornia train in g and experience and C alifornia train in g and no experience were lower than those r e fle c te d by the o v e r -a ll responses. N oticeably lower were the mean r a t ings accorded by respondents in both o f these categories to "classroom te stin g ." No d eviation from the o v er-a ll j pattern with resp ect to the three most important top ics appeared in eith er o f these ca teg o ries, however. Respondents with o u t-o f-sta te training and expe rien ce accorded a. s lig h tly higher average mean ratin g o f 103 Importance to to p ic s p e r ta in in g to th e classroom a s s ig n ment than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly h ig h er was th e mean r a tin g accorded "classroom grading and r e p o r tin g ." U h lle th e se respondents conformed w ith th e o v e r - a ll p a ttern w ith r e sp e c t to two o f th e to p ic s con sid ered m ost Im portant, a departure was observed in th e ir ch o ic e o f "classroom grading and rep ortin g" over "planning fo r th e f i r s t day o f sc h o o l." Respondents w ith o u t - o f - s t a t e tr a in in g and no ex p erien ce accorded a h igher average mean r a tin g o f impor tan ce to to p ic s p e r ta in in g to th e classroom assignm ent than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly h ig h er was th e mean r a tin g accorded th e t o p ic , "course o u tlin e s and overview s." No d e v ia tio n from th e o v e r - a ll p a ttern appeared w ith r e sp e c t to th e th ree m ost Important to p ic s under t h is h ead in g, however. Respondents w ith o u t - o f - s t a t e tr a in in g and C a li fo r n ia ex p erien ce accorded a s l i g h t l y low er average mean r a tin g o f im portance to to p ic s p e r ta in in g to th e c l a s s room assignm ent than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly low er were th e mean r a tin g s accorded " in s tr u c tio n a l p lanning fo r th e y ea r," "classroom 104 guidance and d isc ip lin e ," and "classroom te stin g ." Noticeably higher was the mean ratin g accorded "homework assignments," however. No deviation from the o v e r -a ll pattern appeared with respect to the three most important top ics under th is heading. Tea eh lug M aterials and Equipment Respondents w ith C alifornia train in g and experi ence accorded a s lig h t ly higher average mean ratin g o f importance to top ics pertaining to teaching m aterials and equipment than that r e fle c te d by the o v e r -a ll responses. No n oticeab le deviations from the o v e r -a ll pattern appeared with respect to mean ratin gs o f individual top ics or the three most important top ics under th is heading, however. Respondents with C alifornia training and no expe rien ce accorded a s lig h t ly lower average mean ratin g o f Importance to top ics under th is heading than was re flecte d by the o v e r -a ll responses• No n oticeab le deviations from the o v e r -a ll pattern appeared w ith respect to ratin gs o f individual top ics or the three most important top ics under th is heading, however. 105 Respondents w ith o u t - o f - s t a t e tr a in in g and expe r ie n c e accorded a h igh er average mean r a tin g o f im portance to to p ic s under t h is heading than was r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly h igh er were th e mean r a t in g s accorded "textbooks" and " a u d io -v isu a l a id s ." W hile th e se respondents conformed w ith th e o v e r - a ll p a ttern w ith r e sp e c t to two o f th e to p ic s con sid ered most im portant, a departure was observed in th e ir ch o ice o f " a u d io -v isu a l aid s" over "use o f d u p lic a tin g equipm ent." Respondents w ith o u t - o f - s t a t e tr a in in g and no exp erien ce accorded a s l i g h t ly low er average mean r a tin g o f im portance to t h is s e t o f to p ic s than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. No d e v ia tio n s from th e ov er a l l p a ttern appeared w ith r e sp e c t to mean r a tin g s o f in d i- I vid ua1 t o p ic s , however. W hile th e se respondents conformed : w ith th e o v e r - a ll p a ttern w ith r e sp e c t to two o f th e to p ic s con sid ered m ost im portant, a departure was observed | I in t h e ir ch o ice o f " a u d io -v isu a l a id s" over "use o f d u p li- ■ e a tin g equipm ent." Respondents w ith o u t - o f - s t a t e tr a in in g and C a li- s f o m ia ex p erien ce accorded a low er average mean r a tin g o f im portance to to p ic s under t h is heading than th a t 106 re flecte d by the o v er -a ll responses. Noticeably lower were mean ratings accorded "textbooks" and "use o f dupli cating equipment." While these respondents conformed with the o v er -a ll pattern w ith respect to two o f the top ics considered most Important, a departure was observed in th eir choice o f "audio-visual aids" over "use o f dup licat ing equipment." School Special Services Respondents with C alifornia train in g and experi ence accorded top ics pertaining to school sp ecia l services a s lig h t ly higher average mean ratin g o f importance than that reflected by the o v er -a ll responses. No n oticeab le deviations from the o v e r -a ll pattern appeared w ith respect to mean ratings o f individual top ics or the three top ics considered most important, however. Respondents with C alifornia train in g and no expe- • i rience accorded a lower average mean ratin g o f importance ! to top ics under th is general heading than that re flecte d I ■ ! ; by the o v er -a ll responses. N oticeably lower were mean ratin gs accorded ."use o f school library" and "instructional: assista n ce to teachers." While these respondents conformed! \ w ith the o v er -a ll pattern with respect to two o f the top ics 107 co n sid ered m ost im p ortan t, a d eparture was observed in t h e ir ranking o f " h ea lth program" over " in s tr u c tio n a l a s s is ta n c e t o te a c h e r s ." R espondents w ith o u t - o f - s t a t e tr a in in g and exp e r ie n c e accorded a s l i g h t l y h ig h er average mean r a tin g o f im portance to to p ic s under t h is heading than th a t r e f l e c t ed by th e o v e r - a ll r e s p o n se s. N o tic e a b ly h ig h er was th e mean r a tin g accorded " d is c ip lin e and a tten d a n ce." W hile th e s e resp on d en ts conformed w ith th e o v e r - a ll p a tter n w ith r e s p e c t to two o f th e to p ic s co n sid ered m ost im p ortan t, a d ep artu re was ob served in t h e ir ranking o f "use o f sc h o o l lib r a r y " over " I n str u c tio n a l a s s is ta n c e to te a c h e r s ." R espondents w ith o u t - o f - s t a t e tr a in in g and no ex p er ie n c e accorded a s l i g h t l y low er average mean r a tin g o f im portance to t h i s s e t o f to p ic s than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. No n o tic e a b le d e v ia tio n s from th e o v e r - a ll p a tte r n appeared w ith r e s p e c t to mean r a tin g s o f in d iv id u a l to p ic s or th e th r e e to p ic s co n sid ered m ost im p o r ta n t, how ever. R espondents w ith o u t - o f - s t a t e tr a in in g and C a li fo r n ia ex p er ie n c e accorded a s l i g h t l y low er average mean r a tin g o f im portance t o to p ic s p e r ta in in g t o sch o o l 108 sp ecia l services chan Chat re flecte d by the o v er-a ll responses. Noticeably lower were mean ratin gs accorded " d iscip lin e and attendance" and "use o f school lib rary." No deviation from the o v e r -a ll pattern appeared with respect to the three top ics considered most important* however• S ta te. D is tr ic t, and School Laws. P o lic ie s , and Procedures Respondents with C alifornia train in g and experi ence accorded the top ics under th is general heading the same average mean ratin g o f importance as that re flecte d by the o v er -a ll responses. I t was noted* however* that these respondents gave a moderately lower mean ratin g to "teacher sick leave* sabbatical and retirement" than did the o v er -a ll respondents. No deviation f rom the o v er-a ll pattern appeared with respect to the three top ics consid ered most important* however. Respondents w ith C alifornia train in g and no expe rien ce accorded the top ics under th is heading a s lig h tly higher average mean rating o f importance than that re flecte d by the o v e r -a ll responses. N oticeably higher was the mean rating accorded "teacher re sp o n sib ility and 109 l i a b i l i t y . " No d e v ia tio n from th e o v e r - a ll p a ttern appeared w ith r e s p e c t to th e th ree to p ic s con sid ered most im portant, however. Respondents w ith o u t - o f - s t a t e tr a in in g and expe r ie n c e a ls o accorded a s l i g h t l y h igh er average mean r a tin g o f im portance to th e to p ic s under t h is heading than th a t r e f le c t e d by th e o v e r - a ll re sp o n se s. N o tic ea b ly h ig h er was th e mean r a tin g accorded "teach er s ic k le a v e , sab b at i c a l , and r e tirem e n t." W hile th e se respondents conformed w ith th e o v e r - a ll p a ttern w ith r e sp e c t to two o f th e to p ic s con sid ered m ost im portant, a departure was observed I in th e ir ranking o f "teach er s ic k le a v e , s a b b a tic a l, and i retirem en t" over " teach er su p e rv isio n and e v a lu a tio n ." i Respondents w ith o u t - o f - s t a t e tr a in in g and no ex p erien ce accorded a h igh er average mean r a tin g o f im por- ! i tan ce to to p ic s under t h is heading than th a t r e f le c t e d by I th e o v e r - a ll r e sp o n se s. N o ticea b ly h igh er was th e mean | r a tin g accorded " teach er s ic k le a v e , s a b b a tic a l, and j re tir e m e n t." No d e v ia tio n from th e o v e r - a ll p a tter n j appeared w ith r e sp e c t to th e th ree to p ic s con sid ered most | » Im portant, however. 1 1 0 Respondents with o u t-o f-sta te training and C ali fornia experience accorded top ics under th is heading a s lig h tly lower average mean ratin g o f importance than that r e fle c te d by the o v er -a ll responses. Noticeably lower was the mean rating accorded "teacher supervision and evalua tio n ." No deviation from the o v e r -a ll pattern appeared with respect to the three top ics considered most impor ta n t, however. O rientation A ssistance from School Personnel While the average mean ratin g o f importance accorded th is group o f top ics by respondents w ith C alifor nia training and experience was equivalent to that r e fle c te d by the o v e r -a ll responses, a moderately higher mean rating o f importance was accorded "the school p rin ci pal" by these respondents. No deviation from the o v e r -a ll pattern appeared with respect to the three top ics consid ered most important, however. Respondents with C alifornia train in g and no expe rien ce accorded the top ics under th is general heading a lower average mean rating o f Importance than th at r e f le c t ed by the o v er -a ll responses. Moderately lower mean I l l r a tin g s were accorded th e t o p ic s , "the d i s t r i c t su p erin ten d en t," " c e n tr a l o f f i c e p erso n n el," and "student body p r e sid e n t." An ex cep tio n to th e p a ttern occurred in th e mean r a tin g accorded th e t o p ic , "the sch o o l p r in c ip a l," which was co n sid era b ly h igh er than th a t accorded by th e o v e r - a ll resp o n d en ts. No d e v ia tio n from th e o v e r - a ll p a t te rn appeared w ith r e sp e c t to th e th r e e to p ic s con sid ered most im portant, however. Respondents w ith o u t - o f - s t a t e tr a in in g and e x p e r i ence accorded a s l i g h t l y h ig h er average mean r a tin g o f im portance to to p ic s under t h is heading than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly h igh er was th e mean r a tin g accorded th e to p ic , " cen tra l o f f i c e per so n n e l." A m oderately low er mean r a tin g was accorded by th e se respondents to "the d i s t r i c t su p erin ten d en t." No d e v ia tio n from th e o v e r - a ll p a ttern appeared w ith r e sp e c t to th e th re e to p ic s con sid ered most im portant, however. Respondents w ith o u t - o f - s t a t e tr a in in g and no ex p erien ce accorded a s l i g h t l y h igh er average mean r a tin g o f im portance to to p ic s under t h is heading than th a t r e f le c t e d by th e o v e r - a ll r e sp o n ses. H od erately h igh er mean r a tin g s were accorded " cen tra l o f f i c e p erso n n el," "the teacher sponsor," and "student body president." No deviation from the o v e r -a ll pattern appeared w ith respect to the three top ics considered most important, however. Respondents with o u t-o f-sta te training and C ali fornia experience accorded th is group o f top ics a higher average mean rating o f importance than that r e fle c te d by the o v er -a ll responses. N oticeably higher were the mean ratin gs accorded "the d is t r ic t superintendent," "local comnunity leaders," and "student body president." I t was noted, however, that th ese respondents accorded noticeably lower mean ratings o f importance to "the teacher-sponsor" than did the o v er-a ll respondents. No deviation from the o v e r -a ll pattern appeared with respect to the three top ics considered most important, however. Central Information Respondents with C alifornia train in g and experi ence accorded a lower average mean ratin g o f importance to those top ics pertaining to general information than that re flecte d by the o v e r -a ll responses. N oticeably lower was the mean rating accorded "extra duty assignments." While these respondents conformed w ith the o v e r -a ll pat tern w ith respect to two o f the top ics considered most 113 Important, a departure was observed in t h e ir ranking o f "school and d i s t r i c t h isto r y and philosophy" and "use o f stu d en t, teach er handbooks" over "extra duty assignm en ts." Respondents w ith C a lifo rn ia tr a in in g and no expe r ie n c e a lso accorded a lower average mean r a tin g o f impor tance to to p ic s under t h is heading than th a t r e fle c te d by th e o v e r -a ll r e sp o n ses. N oticeab ly low er were mean r a t in gs accorded "school standardized t e s t in g program" and " p ro fessio n a l o r g a n iz a tio n s." No d e v ia tio n from th e o v er a l l p attern appeared w ith re sp e ct to th e th ree to p ic s considered most im portant, however. Respondents w ith o u t- o f - s t a t e tr a in in g and expe r ie n c e accorded a higher average mean r a tin g o f importance to gen eral inform ation to p ic s than th a t r e fle c te d by th e o v e r -a ll re sp o n ses. Four to p ic s receiv ed n o tic e a b ly h igher mean r a tin g s: "school stan d ard ized t e s t in g program" " h ealth and a ccid en t in su ran ce," " cred it union,;" and " fa cu lty s o c ia l a c t iv i t i e s ." While th e se respondents conformed w ith th e o v e r -a ll p attern w ith r e sp e c t to two o f th e to p ic s con sidered most im portant, a departure was observed in t h e ir ranking o f "health and a cc id en t in su r ance" over "extra duty assignm ents." 114 Respondents with o u t-o f-sta te training and no experience accorded a l l o f the top ics pertaining to general Information higher mean ratin gs o f importance than did the o v er-a ll respondents. N oticeably higher were mean ratings accorded "professional organizations," "working hours," and "salary placement and advancement." No devia tio n from the o v er -a ll pattern appeared with respect to the three topics considered most Important, however. An in terestin g va ria tio n was found when the impor tance ratin gs accorded th is group o f top ics by respondents w ith o u t-o f-sta te train in g and C alifornia experience were examined. While the average mean rating o f importance was lower than that r e fle c te d by the o v e r -a ll responses, pronounced d ifferen ces in both d irection s appeared in mean ratings o f the individual to p ic s. A n oticeab ly lower mean ratin g o f importance was accorded "use o f student, teacher handbooks" and a n oticeab ly higher ratin g was accorded "credit union" and " facu lty so c ia l a c t iv itie s ." While these respondents conformed w ith the o v er -a ll pat tern o f responses with respect to two o f the top ics con sidered most Important, a departure was observed in th eir ranking o f "school and d is t r ic t h istory and philosophy" 115 over "working hours." For a tabulaC ion o f th e data from which th e above fin d in g s were derived., se e Table 9 on th e fo llo w in g page. Where T onics Should Be Presented A gen eral s im ila r ity to th e o v e r -a ll p attern was found when th e respon ses w ith re sp e ct to recommended p la ces fo r p resen tin g th e o r ie n ta tio n to p ic s were exam ined from a stan d p oin t o f th e lo c a le in which respondents had r e ceiv ed th e ir p r o fe ssio n a l tr a in in g and ex p er ie n c e. In most in sta n c e s, th e h ig h e st percentage o f respondents ' recommended th a t community inform ation be sen t through th e m ail and th a t inform ation p erta in in g to th e va rio u s o th er to p ic s be made a v a ila b le a t sc h o o l. Contrary to th e o v e r -a ll p a tte r n , however, th e m ajority o f respondents w ith C a lifo rn ia tr a in in g and exp erien ce and C a lifo rn ia tr a in in g and no exp erien ce recomnended th a t inform ation about th e community be made ; a v a ila b le a t sc h o o l. I t was a ls o n oted th a t, o f th o se I j | respondents w ith o u t - o f - s t a t e tr a in in g and no ex p erien ce, th e h ig h e st percentage recommended th a t s t a t e , d i s t r i c t , ; and sch o o l law s, p o lic ie s , and procedures be p resented a t T A B L E 9 M E A N IM P O R T A N C E R A TIN G S O F O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O PR O FESSIO N A L TRAINING A N D EXPER IEN C E O F R E SP O N D E N T S Key: A - C alifornia Training and C - O ut-of-State Training and Experience Experience B - C alifornia Training and No D - O ut-of-State Training and No Experience Experience E - O ut-of-State Training and C alifornia Experience Categories o f Respondents, and Mean Ratines Accorded bv Each Topics A B frft"T!mitv Information Cost o f housing availab le Type o f housing availab le Cost o f liv in g in area Location o f churches Recreation f a c i l i t i e s Climate Distance from school o f employment Location o f schools for children . Q uality o f schools fo r children A v a ila b ility o f baby s it t e r s Status o f teachers in community Socioeconomic structure o f community Employment opportunities for other members o f fam ily Average ratin g 69 64 77 72 88 66 74 75 67 81 58 68 64 69 84 39 37 49 38 50 40 43 44 50 36 52 52 63 67 67 49 48 65 64 52 49 48 65 64 52 33 60 83 72 70 13 11 17 31 30 56 63 63 78 76 57 55 65 69 65 31 35 41 55 53 44 51 59 56 57 Classroom Assignment n v a M a u M A b j r v j. u a u y o a -w w c io u Status o f teachers in community 56 Socioeconomic structure o f community 57 Employment opportunities for other members o f fam ily 31 Average ratin g 44 Classroom Assignment Planning for the f i r s t day o f school 87 In stru ction al planning for the year 90 Classroom guidance and d isc ip lin e 85 Classroom grading and reporting 85 Classroom environment 64 Homework assignments 61 Course o u tlin es and overviews 76 Classroom te stin g 44 Average ratin g 74 Teaching M aterials and Equipment Textbooks 85 Audio-visual aids 70 In stru ction al supplies and equipment 78 Use o f duplicating equipment 74 Average ratin g 77 J L J L 63 55 35 51 63 65 41 59 78 69 55 56 76 65 53 57 90 92 88 83 70 59 72 47 75 85 88 89 91 73 65 81 62 79 90 94 90 87 74 66 85 66 82 93 84 81 81 72 74 70 61 77 78 68 84 70 89 74 85 70 77 68 84 63 67 66 70 55 75 80 73 65 116 T A B L E Topics School Special Services Guidance and counseling program Health program Student a c t iv it ie s program D iscip lin e and attendance Use o f school lib rary ' In stru ction al a ssistan ce to teachers C afeteria, cu sto d ia l, c le r ic a l personnel and services Average rating S ta te . D is tr ic t, and School Laws. P o lic ie s , and Procedures Teacher supervision and evaluation Teacher promotion, tenure, and termination Teacher sick leave, sabbatical and retirem ent Teacher r e sp o n sib ility and li a b il it y School and d is t r ic t organization School and d is t r ic t purchasing p o lic ie s Average ratin g O rientation A ssistance from School Personnel Continued Categories o f Respondents, and Mean Ratings Accorded bv Each______ A B C D E 86 70 63 91 73 72 56 73 87 66 61 86 62 64 53 68 84 69 67 94 73 72 56 74 84 65 59 88 67 71 58 70 80 69 65 80 61 75 50 69 83 78 66 85 69 55 73 84 82 70 89 65 58 75 78 86 83 86 62 54 75 88 86 81 86 70 61 79 77 82 70 79 68 52 71 School and d is t r ic t purchasing p o lic ie s 55 Average ratin g 73 O rientation A ssistance from School Personnel The school board 50 The d is t r ic t superintendent 62 Central o ffic e personnel 64 The school p rin cipal 96 School s t a f f 85 Department chairman 89 Teacher sponsor 50 Local community leaders 33 The student body president 33 Average ratin g 62 School and d is t r ic t h isto ry and philosophy 74 Use o f student, teacher handbooks 74 School standardized te stin g program 66 Professional organizations 65 Extra duty assignments 69 Working hours 74 Salary placement and advancement 79 Health and accident insurance 66 School a th le tic program 54 Credit union 45 Faculty so c ia l a c t iv it ie s 48 Average ratin g 65 58 54 75 75 61 52 79 71 50 54 52 98 81 86 47 33 27 59 51 51 81 93 86 89 60 36 39 65 53 64 68 90 81 92 59 31 42 64 57 70 59 91 86 89 38 55 45 66 70 70 58 59 71 74 84 71 54 50 49 72 75 71 62 74 76 88 76 53 60 58 73 72 70 79 81 89 94 78 56 55 56 74 57 68 62 77 73 76 61 45 69 66 65 70 73 66 117 118 individual meetings with the prin cipal and s t a f f rather than simply having i t availab le at sch ool. These respond ents also deviated from the o v e r -a ll pattern in that the highest percentage recommended that information pertaining to orien tation a ssistan ce be made availab le at building meetings for a ll teach ers. For a tabulation o f the data from which the above findings were derived, see Table 10 on the follow ing page. W hen Tonics Should Be Presented No deviation from the o v e r -a ll pattern appeared when the responses with respect to the recommended times for presenting the various orien tation top ics were exam ined from a standpoint o f the p rofession al train in g and experience o f respondents. In general, the highest per centage o f respondents in each category recommended that community information be presented before the contract is signed, and that information about the various other top ic s lis te d in the questionnaire be presented before school ' begins (see Table 1 1 ). T A B L E 10 R ESPO N SES R E G A R D IN G W H E R E O R IEN TA TIO N TOPICS S H O U L D B E P R E SE N T E D * T A B U L A T E D A C C O R D IN G T O PR O FESSIO N A L TRAINING A N D EX PER IEN C E O F R E SP O N D E N T S (In Percentages o f T otal Responses) Key: A B C D E Through the mail F At school G At d is t r ic t meetings for new teachers H At d is t r ic t meetings for a l l teachers At building meetings for new teachers I At building meetings for a l l teachers At department meetings At individual meetings with p rin ci pal and s ta ff At individual meetings with teacher sponsor Groups o f Topics and Categories o f Respondents Choices and Percentages Responding Under Each B H ftram to. InfeMttlon* C alifornia train in g and experience 35 65 C alifornia train in g and no experience 45 55 O u t-of-state train in g and experience 71 29 O u t-of-state train in g and no experience 71 29 O u t-of-state train in g and C alifornia experience 72 28 Classroom Assignment C alifornia train in g and experience C alifornia train in g and no experience O u t-of-state train in g and experience O u t-of-state train in g and no experience 4 22 8 10 10 11 19 11 5 2 26 7 7 9 10 22 12 5 3 23 7 8 10 11 18 13 7 14 20 5 3 12 11 19 10 6 C alifornia train in g and no experience O ut-of-atate train in g and experience O ut-of-atate train in g and no experience O ut-of-atate train in g and C alifornia experience Teaching M aterials and Equipment C alifornia train in g and experience C alifornia train in g and no experience O ut-of-atate train in g and experience O ut-of-atate train in g and no experience O ut-of-atate train in g and C alifornia experience School Special Seruicea C alifornia train in g and experience C alifornia training and no experience O ut-of-atate train in g and experience O ut-of-atate train in g and no experience O ut-of-atate train in g and C alifornia experience 2 26 7 7 9 10 22 12 5 3 23 7 8 10 11 18 13 7 14 20 5 3 12 11 19 10 6 6 23 7 8 13 8 18 10 7 2 37 6 6 9 8 19 7 6 3 33 3 5 8 10 24 8 6 2 25 5 5 10 11 23 8 11 5 33 0 2 9 20 23 4 4 0 35 6 4 11 12 19 6 7 2 31 6 7 14 14 8 13 5 2 30 6 5 12 13 10 17 5 0 22 8 4 20 14 11 14 7 7 28 0 2 11 13 18 13 6 2 31 5 4 18 14 11 6 9 *Only two choicea were provided under topica pertaining to community information: "through the mall" and "at achool." 119 T A B L E Groups o f Topics and Categories o f Respondents S ta te. D is tr ic t, and School Laws. P o lic ie s 7 and Procedures C alifornia train in g and experience C alifornia train in g and no experience O u t-o f-sta te train in g and experience O u t-o f-sta te train in g and no experience O u t-o f-sta te train in g and C alifornia experience O rientation A ssistance from School Personnel C alifornia tra in in g and experience C alifornia train in g and no experience O u t-o f-sta te train in g and experience O u t-o f-sta te train in g and no experience O u t-o f-sta te train in g and C alifornia experience General Information -Continued Choices and Percentages Responding Under Each A B C 7 25 8 10 22 11 11 19 9 15 13 10 12 22 8 6 20 10 8 21 10 8 21 12 5 17 11 10 20 9 11 10 11 8 8 10 10 12 14 6 11 15 13 12 14 13 11 11 9 9 14 12 11 11 11 9 15 7 15 G H I 6 19 3 9 18 4 8 13 4 6 20 4 7 10 2 8 15 6 10 14 5 9 12 4 13 11 4 1 1 1 1 2 O u t-o f-sta te train in g and experience O u t-o f-sta te train in g and no experience O u t-o f-sta te train in g and C alifornia experience General Information C alifornia train in g and experience C alifornia train in g and no experience O u t-o f-sta te train in g and experience O u t-of-state train in g and no.experience O u t-o f-sta te train in g and C alifornia experience 8 21 12 12 11 11 9 12 4 5 17 11 11 9 13 11 4 10 20 9 15 7 15 11 11 2 14 25 8 9 12 13 5 9 5 15 22 8 10 9 14 7 12 3 11 24 8 10 9 16 7 13 2 17 20 8 7 7 17 13 11 1 13 20 7 14 9 16 8 10 4 120 T A B L E 11 R E O O frM E N D A T IO N S R E G A R D IN G W H E N T O P R E SE N T O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O PR O FESSIO N A L TRAINING A N D E X PER IEN C E O F R E SP O N D E N T S (In Percentages o f Responses) Key: J ■ Before contract Is signed K - Immediately a fte r contract Is signed L ■ Before school begins M - During f i r s t quarter N - During f i r s t semester 0 - During f i r s t year Groups o f Topics and Categories o f Respondents Choices and Percentages Recomnending Each J K L M N 0 Community Information* C alifornia train in g and experience C alifornia train in g and no experience O u t-of-state train in g and experience O u t-of-state train in g and no experience O u t-of-state train in g and C alifornia experience Classroom Assignment* C alifornia train in g and experience C alifornia train in g and no experience O u t-of-state train in g and experience O u t-of-state train in g and no experience a . _ _ a- _ _ a. J '_»______ 9 ^1-^1 J J? J — 52 18 30 42 21 37 45 31 24 73 15 12 62 13 25 57 28 6 9 60 28 5 7 56 22 7 15 60 22 13 5 Classroom Assignment* C alifornia train in g and experience 57 28 6 9 C alifornia train in g and no experience 60 28 5 7 O u t-of-state train in g and experience 56 22 7 15 O u t-of-state train in g and no experience 60 22 13 5 O u t-of-state train in g and C alifornia experience 60 19 9 12 * C alifornia train in g and experience 57 23 8 12 C alifornia train in g and no experience 58 22 8 12 O u t-of-state train in g and experience 65 22 1 12 O u t-of-state train in g and no experience 57 24 9 10 O u t-of-state train in g and C alifornia experience 57 22 9 12 *Only three choices were provided under top ics pertaining to community information: "berore contract Is sig n ed ,1 1 "Immediately a fte r contract is signed," and "after school begins*" Four choices were provided a l l other top ics: "before school begins," "during f i r s t quarter," "during f i r s t sem ester," and "during f i r s t year*" T A B L E Groups o f Topics and Categories o f Respondents School Special Services C alifornia train in g and experience C alifornia train in g and no experience O u t-of-state train in g and experience O u t-of-state tra in in g and no experience O u t-of-state train in g and C alifornia experience S ta te . D is tr ic t, and School Laws, P o lic ie s , and Procedures C alifornia train in g and experience C alifornia train in g and no experience O u t-o f-sta te train in g and experience O u t-of-state train in g and no experience O u t-of-state train in g and C alifornia experience O rientation A ssistance from School P e r s o n n e l• C alifornia tra in in g and experience Continued Choices and Percentages Recommending Each J K L M N 0 54 21 10 15 48 24 12 16 56 20 9 15 47 24 20 9 53 20 10 18 56 20 7 19 57 ,19 8 16 56 19 6 16 59 27 3 12 54 26 7 17 60 13 7 20 O u t-of-state tra in in g and C alifornia experience O rientation A ssistance from School Personnel C alifornia train in g and experience C alifornia train in g and no experience O u t-of-atate tra in in g and experience O ut-of-Btate train in g and no experience O u t-of-atate train in g and C alifornia experience General Information C alifornia train in g and experience C alifornia train in g and no experience O ut-of-atate train in g and experience O ut-of-atate tra in in g and no experience O ut-of-atate tra in in g and C alifornia experience 54 26 7 17 60 13 7 20 62 15 8 15 54 20 7 19 47 17 15 21 47 24 9 20 57 23 6 14 58 22 7 13 61 23 3 9 60 20 11 9 58 18 6 18 122 123 Length o f P re-sch o o l O rien ta tio n and D i s t r i b u t e nf T4bm> A ll respon d en ts in every categ o ry o f p r o fe ss io n a l tr a in in g and ex p erien ce recommended th a t a t le a s t one day be devoted to p re-sc h o o l o r ie n ta tio n . In comparing th e recommendations o f th e respondents in th e d if f e r e n t c a t e g o r ie s w ith r e sp e c t to tw o, th r e e , fo u r , and f i v e or more days w ith th e o v e r - a ll p a tte r n , th e fo llo w in g d e v ia tio n s were n o te d • Two days were recommended by a low er percen tage o f i respondents w ith C a lifo r n ia tr a in in g and ex p er ie n c e, C a li-i fo r n ia tr a in in g and no exp erien ce $ and o u t - o f - s t a t e t r a in in g and C a lifo r n ia ex p er ie n c e, and by a h igh er p ercen tage o f respondents w ith o u t - o f - s t a t e tr a in in g and ex p erien ce i j and o u t - o f - s t a t e tr a in in g and no e x p e r ie n c e . Three days were recommended by a h ig h er p ercen tage ! o f respondents w ith C a lifo r n ia tr a in in g and no ex p erien ce ! 1 i and o u t - o f - s t a t e tr a in in g and exp erien ce and by a low er j p ercen tage o f respondents w ith o u t - o f - s t a t e tr a in in g and j i no ex p erien ce and o u t - o f - s t a t e tr a in in g and C a lifo r n ia e x p e r ie n c e . 124 Four days were recommended by a higher percentage o f respondents with C alifornia train in g and experiencej C alifornia training and no experience, and o u t-o f-sta te train in g and experience, and by a lower percentage o f respondents with o u t-o f-sta te train in g and no experience and o u t-o f-sta te train in g and C alifornia experience. Five days were recommended by a higher percentage o f respondents with C alifornia train in g and experience, C alifornia training and no experience, and o u t-o f-sta te train in g and experience, and by a lower percentage o f respondents with o u t-o f-sta te train in g and no experience and o u t-o f-sta te train in g and C alifornia experience. More than fiv e days were recommended by a lower percentage o f respondents with C alifornia train in g and experience and o u t-o f-sta te train in g and no experience, and by a higher percentage o f respondents with C alifornia train in g and no experience, o u t-o f-sta te training and experience, and o u t-o f-sta te train in g and C alifornia ex perience. Length o f Paid and Unpaid O rientation No marked deviation from the o v e r -a ll pattern o f responses appeared with respect to the recommended length 125 o f paid and unpaid o r ie n ta tio n when th e resp on ses were analyzed from a stan d p oin t o f p r o fe ssio n a l tr a in in g and ex p erien ce o f resp o n d en ts. I t was n o ted , however, th a t respondents w ith C a lifo r n ia tr a in in g and no ex p erien ce and respondents w ith o u t - o f - s t a t e tr a in in g and ex p erien ce r e c ommended th a t a s l i g h t l y h igh er amount o f tim e be sp en t in both paid and unpaid o r ie n ta tio n than d id th e o v e r - a ll resp o n d en ts. The g r e a te s t d is p a r ity o f tim e between th e number o f days recomnended fo r th e two ty p es o f o r ie n ta tio n was found in th e recommendations o f th o se respondents w ith o u t - o f - s t a t e tr a in in g and e x p e r ie n c e , who recommended an average o f 3 .3 days fo r paid and 2 .3 days fo r unpaid o r ie n ta tio n —a d iffe r e n c e o f one whole day. D istr ib u tio n o f Time W hile, according to th e o v e r - a ll p a ttern o f r e sp o n se s, th o se a sp e c ts o f o r ie n ta tio n to which th e g re a ter p o rtio n o f th e f i r s t day should be devoted were "department m eetings" and "general b u ild in g m eetings fo r new te a c h e r s," th e fo llo w in g d e v ia tio n s from t h is tren d were n oted when th e resp on ses were an alyzed from a sta n d p o in t o f th e p r o fe ss io n a l tr a in in g and ex p erien ce o f resp o n d en ts• 126 Respondents w ith C alifornia train in g and no expe rience recommended that a greater portion o f the f i r s t day be spent in "department meetings" than in "general building meetings for new teachers." Respondents with o u t-o f-sta te train in g and experience recommended that more time be spent in "individual meetings w ith p rin cipal and sta ff" during the f i r s t day than in "general d is t r ic t meetings for new teachers." Respondents w ith o u t-o f-sta te train in g and no experience recommended that a higher per centage o f the f i r s t day be spent in "department meetings than in "general d is t r ic t meetings for new teachers," and respondents with o u t-o f-sta te train in g and C alifornia experience recoxmended th at more time be spent in "depart ment meetings" than in "general building meetings for new teachers." The two aspects to which the highest percentage o f the second and third days should be devoted, according to the o v e r -a ll pattern o f responses, were "department meet ings" and "new teachers work in classroom." Respondents in every category o f p rofessional train in g and experience concurred with these recommendations. 127 W hile, accord in g to th e o v e r - a ll p a tter n o£ responses* th e two a sp e c ts to which th e h ig h e st p o rtio n o f th e fo u rth and f i f t h days should be devoted were "new tea ch ers work in classroom " and "department m eetings*" i t was n oted th a t respondents w ith C a lifo r n ia tr a in in g and no ex p erien ce recommended th a t a h igh er p ercen tage o f th e se two days be sp en t in " in d iv id u a l m eetings w ith p r in c ip a l and s t a f f " than in "department m eetings*" and respondents w ith o u t - o f - s t a t e tr a in in g and no ex p erien ce recommended th a t a h igh er percen tage o f th e f i f t h day be devoted to " in d iv id u a l m eetings w ith te a ch er sponsor" than i to "department m eetin g s." i No d e v ia tio n from th e o v e r - a ll p a ttern appeared i I in resp on ses o f any o f th e c a te g o r ie s o f p r o fe ss io n a l i tr a in in g and ex p erien ce w ith r e s p e c t to th e a sp e c t to which th e major p art o f a l l days beyond f i v e sh ould be d ev o ted . j i For a ta b u la tio n o f th e d ata from which th e above j ; ; fin d in g s were derived* s e e T able 12 on th e fo llo w in g p age, i i , t ; f . . j H ost H elp fu l A sp ects o f O rien ta tio n A sp ects o f o r ie n ta tio n th a t were m entioned w ith | th e g r e a te s t frequency by th e o v e r - a ll respon d en ts as T A B L E 12 R EC O ttfE N D A TIO N S R E G A R D IN G L E N G T H O F PR E-SC H O O L O R IEN TA TIO N A N D DISTRIBUTION O F TIME, T A B U L A T E D A C C O R D IN G T O PR O FESSIO NA L TRAINING A N D EX PER IEN C E O F R E SP O N D E N T S Key: A - General d is t r ic t meetings for new teachers B - General d is t r ic t meetings for a l l teachers C - General b uilding meetings for new teachers D - General building meetings for a ll teachers E - Department meetings F - Individual meetings with p rin cipal and s ta ff G - Individual meetings with teacher sponsor H - New teachers working in the c la s s room Categories o f Respondents and Percentage Recom- Type o f Meeting, and Average Percentage n f B^nmpnded Under Each Length o f O rientation mending A B C D E F G H C alifornia Training and Experience One day 100 22 9 18 10 15 10 5 11 Two days 88 7 4 21 9 22 6 6 25 Three days 54 2 6 15 16 23 7 5 26 Four days 28 1 3 5 10 24 6 11 40 Five days 20 2 2 6 7 16 2 2 63 More than fiv e days Average number o f days recom mended i f paid: 2.8 Average number o f days recom mended i f unpaid: 2.1 C alifornia Training and No Experience C alifornia Training and No Experience One day 100 Two daya 88 Three days 61 Four daya 25 Five daya 21 More than fiv e daya 4 Average number o f daya recom mended i f paid: 3 .2 Average number of daya recom mended I f unpaid: 2.5 _ O ut-of-State Training and Experience One day 100 Two daya 97 Three daya 59 Four daya 26 Five daya 17 More than fiv e daya 3 Average number o f daya recom mended i f paid: 3.3 Average number o f daya recom mended i f unpaid: 2.3 21 8 16 5 6 4 12 10 5 1 6 11 7 4 4 2 3 0 3 1 2 0 2 0 12 12 20 9 6 8 15 6 2 11 5 7 2 1 3 11 1 1 7 1 0 0 1 1 18 13 5 14 22 14 9 23 23 14 8 32 15 21 5 42 3 16 12 62 1 0 0 95 12 18 5 12 20 13 8 24 26 8 8 33 11 9 10 53 25 11 18 36 1 1 0 96 N 00 T A B L E 12—Continued t Length o f O rientation mending________ A _____ B C _____ D B F _____ G H O ut-of-State Training and No Experience One day 100 Two days 97 Three daya 50 Four daya 21 Five daya 14 More than fiv e day8 1 Average number o f daya recom mended i f paid: 2.9 Average number o f daya recom mended i f not paid: 2.1 16 8 20 8 20 12 7 9 4 5 14 11 24 14 8 20 3 4 9 12 26 10 7 29 0 5 3 10 21 7 18 36 0 3 2 1 14 7 25 48 2 0 5 0 2 2 0 89 O u t-of-State Training and C alifornia Experience menSed If not paid: 2^1 O ut-of-State Training and C alifornia Experience One day 100 22 Two daya 94 10 Three daya 43 9 Four daya 16 4 Five daya 9 3 More than five daya 4 3 Average number of days recom mended if paid: 2.7 Average number of daya recom mended if unpaid: 2.0 14 1 7 - 8 21 7 3 8 4 18 16 20 8 4 20 4 19 8 12 9 9 30 4 3 5 30 5 18 31 2 6 5 7 10 11 56 2 0 2 15 8 5 66 129 T A B L E 12—Continued Categories o f Respondents and . Percentage Recom- Type o f Meetings and Average Percentage o f Time_Reconmended Under Each_____ Length o f O rientation mending A B C D E F 6 H O ut-of-State Training and W o Experience One day 100 16 8 20 8 20 12 7 9 Tiro days 97 4 5 14 11 24 14 8 20 Three days 50 3 4 9 12 26 10 7 29 Four days 21 0 5 3 10 21 7 18 36 Five days 14 0 3 2 1 14 7 25 48 More than fiv e days 1 2 0 5 0 2 2 0 89 Average number o f days recom mended i f paid: 2.9 Average number o f days recom mended i f not paid: 2.1 O ut-of-State Training and C alifornia Experience Average number o f daya recom mended i f not paid: 2.1 O ut-of-State Training and C alifornia Experience One day 100 22 Two daya 94 10 Three daya 43 9 Four daya 16 4 Five daya 9 3 More than fiv e daya 4 3 Average number o f daya recom mended i f paid:. 2.7 Average number o f daya recom mended i f unpaid: 2.0 14 17 8 21 7 3 8 4 18 16 20 8 4 20 4 19 8 12 9 9 30 4 3 5 30 5 18 31 2 6 5 7 10 11 56 2 0 2 15 8 5 66 129 130 being most helpful were (1) "general information at department m eetings," (2) "general information by adminis tration and s ta ff," (3) "attendance and d isc ip lin e proce dures," (4) "new teachers meetings with p rin cip als," and v (5) "school p o lic ie s and procedures," in that order. While the rank order varied somewhat, most help ful aspects mentioned with the g reatest frequency by respondents in each category o f p rofession al train in g and experience generally corresponded w ith those lis t e d above. Certain deviations from th is o v e r -a ll pattern did appear, however. The follow ing asp ects, not included in the above l i s t , were ranked among the top fiv e in the categories in d i cated. "Assistance from teacher sponsor" was ranked third by respondents with C alifornia train in g and experience. "General information at d is t r ic t meetings" and "assistance from teacher sponsor" were ranked f i r s t and second, re sp e ctiv ely , by respondents w ith C alifornia train in g and no experience. "Individual meetings w ith department chairman" and "tour o f the campus" were ranked third and fourth, re sp ectiv ely , by respondents with o u t-o f-sta te train in g and experience. "Individual meetings with department chairman" was ranked f i£ t h by respondents w ith o u t-o f - s t a t e tr a in in g and no exp erience; and "tour o f th e caucus" was ranked th ir d by respondents w ith o u t - o f - s t a t e tr a in in g and C a lifo rn ia ex p erien ce. See Table 13 fo r a ta b u la tio n o f th e data from which th e se fin d in g s were d eriv ed . L east H elp fu l A spects o f O rien tation A spects o f o r ie n ta tio n th a t were mentioned w ith the g r e a te s t frequency by th e o v e r -a ll respondents as b ein g le a s t h e lp fu l were (1) "general inform ation a t d is t r i c t m eetin gs*" (2) "general inform ation by ad m inistra tio n and s ta ff s " and (3) "school or d i s t r i c t b reak fasts* luncheons* or so c ia ls* " in th a t o rd er. Respondents in every category o f p r o fe ssio n a l tr a in in g and exp erien ce excep t one concurred w ith th e se s e le c t io n s . Respondents w ith C a lifo rn ia tr a in in g and no exp erien ce ranked " a s s is t ance from th e teach er sponsor" second in- t h e ir l i s t o f le a s t h e lp fu l asp ects* however. Table 14 p resen ts a tabu la t io n o f th e data p erta in in g t o th e se re sp o n se s. T A B L E 13 A SPEC TS O F O R IEN TA TIO N M E N T IO N E D W IT H T H E G R E A T E ST F R E Q U E N C Y AS BEING M O S T H ELPFUL, T A B U L A T E D A C C O R D IN G T O PR O FESSIO N A L TRAINING A N D E X PER IEN C E O F R E SP O N D E N T S Key: A - C alifornia train in g and expe- C - 0 u t-o f-8 ta te train in g and rlen ce experience B - C alifornia train in g and no D - O u t-of-state train in g and no experience experience E - O u t-of-state train in g and C alifornia experience Categories o f Respondents, and Percentage Mentioning Aspects Aspects A B C D E N-62 N-37 N-28 N-26 N-43 Building Meetings General Information by adm inistra tio n and s t a f f 16 19 43 38 30 Attendance and d isc ip lin e procedures 8 3 4 23 9 School p o lic ie s and procedures 8 5 7 19 14 Guidance and counseling procedures 5 8 11 4 7 Department Meetings General Information a t department meetings Individual meetings with department 23 19 29 35 42 Department Meetings General Information at department meetings Individual meetings with department chairman School Principal Meetings New teachers meeting with principal Individual new-teacher meetings with p rincipal D istr ic t Meetings General information at d is t r ic t meet ings General Experiences A ssistance from teacher sponsor Tour o f campus Teachers working in classrooms 19 5 29 14 35 8 42 5 16 14 8 12 3 7 4 2 19 8 2 4 14 14 8 4 5 11 5 2 132 T A B L E 14 A SPEC TS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y A S BEING L E A ST H ELPFUL, T A B U L A T E D A C C O R D IN G T O PR O FESSIO N A L TRAINING A N D E X PER IEN C E O F R E SP O N D E N T S Key: A - C alifornia train in g and expe- C * O u t-of-state training and rlen ce experience B - C alifornia train in g and no D « O u t-of-state train in g and no experience experience E - O u t-of-state training and C alifornia experience Categories o f Respondents, and Percentage Mentioning Aspects Aspects A B N-30 N-15 N-17 N-15 N-28 Building Meetings General information by administra tio n and s t a f f 20 7 12 13 18 Attendance and d isc ip lin e procedures *10 7 6 - 4 Grading and te stin g procedures 10 - - 7 4 School p o lic ie s and procedures 10 - - - 4 General information a t department Department Meetings General information a t department meetings School Principal Meetings New teachers meeting w ith principal ♦ D l« trlct MeetlngB General information at d is t r ic t meetings General A ssistance from teacher sponsor School or d is t r ic t b reak fasts, luncheons, or so c ia ls Bus tour o f c ity Guest speakers 6 7 4 4 7 33 53 33 43 27 - 7 4 7 - - 18 7 12 14 7 - 14 133 134 Summary W hen the responses were examined from a stand point o f the lo c a le in which respondents had received th eir professional train in g and experience, certain devia tion s from the o v e r -a ll pattern were found with respect to mean importance ratin gs o f the various orien tation to p ics, recommendations with respect to where and when the top ics should be presented, the recommended length and d istrib u tio n o f time to be devoted to pre-school o rien ta tio n , and the most help ful and le a st h elp ful aspects o f o rien ta tio n . Following are major examples. 1 . Respondents with C alifornia train in g and experience accorded a s lig h t ly higher average mean ratin g o f importance to those top ics pertaining to teaching m aterials and equipment and school sp ecia l se r v ic e s, and a lower average mean ratin g to top ics pertaining to com munity inform ation, classroom assignm ents, and general inform ation. They accorded noticeab ly lower individual mean ratin gs to "cost o f liv in g in the area," "distance from school o f employment," and "quality o f schools for children." They ranked "school and d is t r ic t h istory and 135 philosophy" and "use o f stu d e n t, tea ch er handbooks" over "extra duty assignm ents" in t h e ir l i s t o f th e th ree most im portant to p ic s under th e heading o f g en era l in fo rm a tio n . They recommended th a t community in form ation be made a v a il a b le a t sch o o l ra th er than s e n t through th e m a il. A h igh er percen tage o f th e se respon d en ts recommended fou r and f i v e days o f p re-sc h o o l o r ie n ta tio n , and a low er p er cen tage recommended two and f i v e o r more d a y s. In t h e ir l i s t o f most h e lp fu l a sp e c ts o f o r ie n ta tio n , respondents in t h is ca teg o ry a ls o l i s t e d " a ssista n c e from th e tea ch er sponsor." 2 . Respondents w ith C a lifo r n ia tr a in in g and no ex p erien ce accorded a h igh er average mean r a tin g o f impor tan ce to th o se to p ic s p e r ta in in g to s t a t e , d i s t r i c t , and sch o o l la w s, p o l ic ie s , and p roced u res, and a low er average mean r a tin g to to p ic s p e r ta in in g to community in form ation , classroom assign m en t, te a ch in g m a te r ia ls and equipm ent, sch o o l s p e c ia l s e r v ic e s , o r ie n ta tio n , and g en era l inform a t io n . They accorded n o tic e a b ly low er in d iv id u a l mean r a t in g s to " d ista n ce from sch o o l o f employment" and " c la s s room t e s t in g ," and ranked " h ealth program" over " in str u c t io n a l a s s is ta n c e to tea ch ers" in t h e ir l i s t o f th e th ree 136 most important top ics under the heading o f school sp ecia l se r v ic e s. They indicated a preference th at community information be made availab le at school rather than sent through the m ail. A higher percentage o f these respond ents recommended four, f iv e , and more than fiv e days o f pre-school orien ta tio n , and a lower percentage recommended two and three days. They a lso recommended a s lig h tly higher amount o f time fo r both paid and unpaid orien ta tio n . Respondents in th is category recommended that a greater portion o f the f i r s t day o f orien tation be devoted to department meetings than to general building meetings for new teachers, and th at a greater portion o f the fourth and f if t h days be devoted to individual meetings w ith p rin ci pal and s t a f f than to department m eetings. In th e ir l i s t o f most h elp ful aspects o f o rien ta tio n , respondents in th is category also ranked "general information a t d is t r ic t meetings" and "assistance from the teacher sponsor." In th eir l i s t o f le a s t h elp ful aspects they added "assistance from the teacher sponsor." 3 . Respondents with o u t-o f-sta te train in g and experience accorded higher average mean ratin gs o f impor tance to those top ics pertaining to community information, 137 th e classroom assignm en t, te a c h in g m a te r ia ls and equipm ent, sch o o l s p e c ia l s e r v ic e s ; s t a t e , d i s t r i c t , and sch o o l law s, procedu res, and p o lic ie s ; o r ie n ta tio n a s s is ta n c e from sch o o l s t a f f , and gen eral in fo rm a tio n . They accorded n o tic e a b ly h igh er in d iv id u a l mean r a tin g s t o " q u a lity o f sch o o ls fo r ch ild ren " and " c en tra l o f f i c e personnel"; and a n o tic e a b ly low er mean r a tin g to " lo c a tio n o f sc h o o ls fo r i c h ild r e n ." In t h e ir l i s t o f th e th r e e most im portant to p ic s under th e v a rio u s h ea d in g s, th e se respondents rank- ed " q u a lity o f sch o o ls fo r ch ild ren " over b oth to p ic s p er- ; ta in in g to housing; "classroom grading and rep ortin g" over j "planning fo r th e f i r s t day o f sc h o o l," " a u d io -v isu a l aid s" over "use o f d u p lic a tin g equipm ent," "use o f sch o o l lib r a ry " over " in s tr u c tio n a l a s s is ta n c e to te a c h e r s," "teacher s ic k le a v e , s a b b a tic a l, and retirem en t" over | " teach er su p e r v isio n and e v a lu a tio n ," and " h ealth and a cc id en t insurance" over " extra duty assign m en ts." A - * ! h igh er p ercen tage o f th e se respon d en ts recom en d ed tw o, th r e e , fo u r , f i v e , and more than f i v e days o f p r e -sc h o o l | I o r ie n ta tio n ; th ey a ls o recom ended th e lo n g e s t p eriod o f p aid and th e s h o r te s t p eriod o f unpaid o r ie n ta t io n . These j respondents recom ended th a t a g r e a te r p o rtio n o f th e 138 f i r s t day o f orien tation be devoted to individual meetings with principal and s t a f f than to general d is t r ic t meetings for new teachers. In th eir l i s t o f most help ful aspects o f orien tation respondents in th is category also ranked "individual meetings w ith department chairman" and "tour o f the campus" among the top f iv e . 4 . Respondents with o u t-o f-sta te train in g and no experience accorded a higher average mean ratin g o f impor tance to those top ics pertaining to the classroom assign ment; s ta te , d is t r ic t , and school laws, p o lic ie s , and pro cedures ; orien tation assistan ce from the sch o o l•s t a f f , and general information; and lower average mean ratings o f importance to top ics pertaining to teaching m aterials and equipment, and school sp ecia l se r v ic e s. They accorded n oticeab ly higher individual mean ratin gs to " a v a ila b ility o f baby s it t e r s ," "status o f teachers in the community," "employment opportunities for other members o f the family," "professional organizations," "working hours," and "salary placement and advancement," and ranked "status o f teachers in the community" and "quality o f schools for children" over "type o f housing available" in th eir l i s t o f the three most important top ics under the heading o f community 139 in form ation , and " a u d io -v isu a l a id s" over "use o f d u p li c a tin g equipment" under tea ch in g m a te r ia ls and equipm ent. These respondents In d icated a p referen ce th a t in form ation p e r ta in in g to s t a t e , d i s t r i c t , and sch o o l la w s, p o l i c i e s , and procedures be p resen ted a t in d iv id u a l m eetings w ith p r in c ip a l and s t a f f , and th a t in form ation p e r ta in in g to o r ie n ta tio n .a ssis ta n c e from th e sch o o l s t a f f be p resen ted a t b u ild in g m eetings fo r a l l te a c h e r s , ra th er than sim ply h aving i t a v a ila b le a t s c h o o l. A h igh er percen tage o f th e se respondents recomaended two days o f p re-sc h o o l o r ie n ta tio n , and a low er p ercen tage recommended th r e e , fo u r , f i v e , and more than f i v e d a y s. These respondents a ls o recomnended th a t a g re a ter p o rtio n o f th e f i r s t day o f o r ie n ta tio n be sp en t in department m eetin gs than in g en era l d i s t r i c t m eetin gs fo r new te a c h e r s , and th a t a g rea ter p o rtio n o f th e fo u rth and f i f t h days be sp en t in in d iv id u a l m eetin gs w ith tea ch er sponsor than in d ep art ment m eetin g s. In t h e ir l i s t o f most h e lp fu l a sp e c ts o f ! o r ie n ta tio n , respondents in t h is ca teg o ry ranked " in d i- I ! i v id u a l m eetings w ith department chairman" among th e top : f i v e . 140 5. Respondents with o u t-o f-sta te training and C alifornia experience accorded higher average mean ratin gs o f importance to those top ics pertaining to community in formation and orien tation assista n ce from school s t a f f , and lower average mean ratin gs to those top ics pertaining to the classroom assignment* teaching m aterials and equip ment* school sp ecia l services; state* d istr ic t* and school laws* p o licies* and procedures; and general inform ation. They accorded n oticeab ly higher individual mean ratin gs to "cost o f housing available*" "cost o f liv in g in the area*" "climate*" " a v a ila b ility o f baby sitte r s* " "status o f teachers in the community*" "employment opportunities for other members o f the family*" "homework assignments*" "the ; I d is t r ic t superintendent*" " local conmunlty leaders*" "the : student body president*" "the cred it union*" and "faculty so c ia l a c tiv itie s" ; and n oticeab ly lower individual mean ratin gs to "recreational f a c ilit ie s " "textbooks*" "use o f J duplicating equipment*" "in stru ction al supplies and equip- j ment*" and "use o f student* teacher handbooks." In th eir ! l i s t o f the three most important to p ics under each head ing* they ranked "audio-visual a id s” over "use o f dupli cating equipment" and "school and d is t r ic t h istory and 141 philosophy" o v er "working h o u r s.” A h ig h e r p ercen ta g e o f th e s e resp on d en ts recommended more than f i v e days o f p re sch o o l o r ie n t a t io n , and a low er p ercen tage recommended tw o, th r e e , fo u r , and f i v e d a y s. They recommended th a t a g r e a te r p o r tio n o f th e f i r s t day o f o r ie n ta t io n be d evoted t o departm ent m eetin gs than to g en er a l b u ild in g m eetin gs fo r new te a c h e r s . In t h e ir l i s t o f m ost h e lp fu l a sp e c ts o f o r ie n t a t io n , th e s e resp on d en ts a ls o ranked "tour o f th e campus" among th e to p f i v e . i C H A P T E R VI SIGNIFICANCE OF THE EXTENT OF TRAINING IN THE FIELD OF EDUCATION ACQUIRED BY RESPONDENTS This chapter analyzes the findings from a stand point o f the number o f u n its in education that had been acquired by the respondents. For th is purpose, the fo llo w ing c la s s ific a tio n s were estab lish ed and the data were tabulated accordingly: (L) respondents with 0 to 9 u n its, (2) respondents w ith 20 to 39 u n its, and (3) respondents with 40 or more u n its in education. TmpgyEance o f the Tonics Certain deviations from the o v e r -a ll picture were found when the responses with respect to importance r a t ings o f the various top ics were examined from a standpoint o f the number o f u nits in education courses respondents 142 143 had a cq u ired . These fin d in g s are re p o r ted , a ccord in g to th e group o f to p ic s to which th ey a p p ly , in th e fo llo w in g manner: (1 ) d e v ia tio n s in average r a t in g s accorded th e group o f to p ic s as a w h ole, (2 ) n o tic e a b le d e v ia tio n s (10 per cen t or more) in r a tin g s accorded in d iv id u a l to p ic s in th e group, and (3 ) d e v ia tio n s w ith r e s p e c t to th e th r e e to p ic s co n sid ered m ost Im portant in th e group. Community Inform ation R espondents who had acq u ired l e s s than tw enty u n its in ed u ca tio n accorded a h igh er average mean r a tin g o f im portance to to p ic s p e r ta in in g t o com m m ity in form ation than th a t r e f le c t e d by th e o v e r - a ll r e s p o n s e s . N o tic e a b ly j .h igh er were mean r a tin g s accorded " c o st o f l i v i n g in th e a r e a ," " lo c a tio n o f sc h o o ls fo r c h ild r e n ," " q u a lity o f sc h o o ls fo r c h ild r e n ," and " sta tu s o f te a c h e r s in th e com m unity." I t was n o te d , how ever, th a t th e s e resp on d en ts accorded a n o tic e a b ly low er mean r a tin g o f Im portance to "employment o p p o r tu n itie s fo r o th e r members o f th e fam ily" : ! ! ! than th a t r e f le c t e d by th e o v e r - a ll r e s p o n s e s . Respondents; : in t h is c a teg o ry o f ed u ca tio n u n it s acq u ired a ls o d e v ia te d * from th e o v e r - a ll p a tte r n in t h e ir c h o ic e o f th e th r e e m ost im portant to p ic s under t h i s h ea d in g , r a tin g " q u a lity 144 o f schools fo r children" and "status o f teachers in the community" higher than the two to p ics pertaining to hous in g . Respondents w ith 20-39 u n its in education accorded a lower average mean ratin g o f Importance to top ics per tain in g to community information than that r e fle c te d by the o v e r -a ll responses. N oticeably lower were mean r a t ings accorded "location o f schools for children" and "quality o f schools for children." No d eviation from the o v e r -a ll pattern appeared w ith resp ect to the three most important top ics under th is heading, however. Respondents possessing 40 or more u n its in educa tio n accorded th is group o f to p ics th e ir h igh est average mean ratin g o f importance. N oticeably higher were mean ra tin g s accorded "clim ate," " location o f schools for c h il dren," and " a v a ila b ility o f baby s it t e r s ." While these respondents conformed w ith the o v e r -a ll pattern w ith resp ect to two o f the to p ics considered most important, a departure was observed in th eir ranking o f "quality o f schools for children" over "cost o f liv in g in the area." Classroom Assignment Respondents who had acquired le s s than 20 u n its in ed u cation accorded to p ic s under th e heading o f classroom assignm ent a s l i g h t l y h igh er average mean r a tin g o f impor tan ce than th a t r e f le c t e d by th e o v e r - a ll resp on ses* N o tic ea b ly h igh er was th e mean r a tin g accorded "homework assign m en ts." No d e v ia tio n from th e o v e r - a ll p a ttern appeared w ith r e sp e c t to th e th r e e m ost im portant to p ic s under t h i s h ead in g, however. Respondents w ith 20-39 u n its in ed u cation a ls o accorded t h is s e t o f to p ic s a s l i g h t l y h igh er average mean r a tin g o f im portance than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. No n o tic e a b le d e v ia tio n s from th e o v e r - a ll p a ttern appeared w ith r e sp e c t t o r a tin g s o f th e in d iv id u a l to p ic s or th e th re e most im portant t o p ic s , however. Respondents p o sse ssin g 40 o r more u n its in educa tio n accorded to p ic s under t h i s heading a s l i g h t l y low er mean average r a tin g o f im portance than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. No n o tic e a b le d e v ia tio n s appeared w ith r e sp e c t to mean r a tin g s o f in d iv id u a l to p ic s or th e th re e most im portant t o p ic s , however. 146 Teaching Materials and Equipment Respondents who had acquired le s s than 20 u n its in education accorded a s lig h t ly lower average mean ratin g o f importance to to p ics pertaining to teaching m aterials and equipment than th at r e fle c te d by the o v e r -a ll responses. N oticeably higher was the ratin g accorded "homework assignm ents." No d eviation from the o v e r -a ll pattern appeared w ith resp ect to the three most important to p ics under th is heading, however. Respondents w ith 20-39 u n its in education accorded the same average ra tin g o f importance to to p ics under th is heading as th at r e fle c te d by the o v e r -a ll respon ses. No n o ticeab le deviation s from the o v e r -a ll pattern appeared w ith resp ect to ratin gs o f individual to p ics or the three to p ics considered most important. Respondents p ossessing 40 or more u n its in educa tio n accorded a s lig h t ly lower average ratin g o f impor tance to to p ics under th is heading than th at r e fle c te d by j the o v e r -a ll respon ses. No n oticeab le d eviation s from the j • \ i o v e r -a ll pattern appeared w ith respect to ratin gs o f : individ ual to p ics or the three to p ics considered most important, however. 147 School Special Services Respondents who had acq u ired l e s s than 20 and more than 40 u n its in ed u ca tio n accorded a s l i g h t l y h ig h e r aver age r a tin g o f im portance to to p ic s p e r ta in in g t o sc h o o l s p e c ia l s e r v ic e s than th a t r e f le c t e d b y th e o v e r - a ll r e s p o n se s. No n o tic e a b le d e v ia tio n s f r om th e o v e r - a ll p a t te r n appeared w ith r e s p e c t to mean r a tin g s o f In d iv id u a l to p ic s or th e th r e e to p ic s co n sid ered m ost im p ortan t. R espondents w ith 20-39 u n its in ed u ca tio n accorded th e same average mean r a tin g o f im portance to t h i s s e t o f to p ic s as th a t r e f le c t e d by th e o v e r - a ll r e s p o n s e s . No n o tic e a b le d e v ia tio n s from th e o v e r - a ll p a tte r n appeared w ith r e s p e c t to mean r a tin g s o f in d iv id u a l to p ic s or th e th r e e to p ic s co n sid ered m ost im p ortan t. S t a t e . D i s t r i c t , and sch ool L a w . P o l i c i e s , and Procedures ' Respondents who had acq u ired l e s s than 20 u n its in ed u ca tio n accorded th e same average mean r a tin g o f im portance to to p ic s under t h i s g e n e r a l h ead in g a s th a t r e f le c t e d by th e o v e r - a ll r e s p o n s e s . No n o tic e a b le d e v ia t io n s appeared w ith r e s p e c t t o mean r a tin g s o f in d iv id u a l t o p ic s or th e th r e e to p ic s co n sid ered m ost im p ortan t. 148 * Respondents with 20-39 u n its in education accorded a s lig h t ly lower average mean ratin g o f importance to th is s e t o f top ics than that r e fle c te d by the o v er -a ll responses. No n oticeab le deviations from the o v er -a ll pattern appeared with respect to ratings o f individual top ics or the three top ics considered most important, however. Respondents possessing 40 or more u nits in educa tio n accorded top ics under th is heading a s lig h t ly higher average mean ratin g o f importance than that r e fle c te d by the o v e r -a ll responses. No n oticeab le deviations from the o v e r -a ll pattern appeared with respect to mean ratin gs o f individual top ics or the three top ics considered most important, however. Orientation Assistance from School Personnel Respondents who had acquired le s s than 20 u n its in education accorded s lig h tly higher average mean ratin gs o f importance to individuals lis t e d under the heading o f orien tation a ssista n ce from school' personnel than that r e fle c te d by the o v e r -a ll responses. N oticeably higher were mean ratin gs accorded "local community leaders" and 149 "student body p r e sid e n t." No d e v ia tio n s from th e o v e r - a ll p a ttern appeared w ith r e s p e c t to th e th ree to p ic s co n sid ered most im portant, however. Respondents w ith 20-39 u n its in ed u cation accorded a low er average mean r a tin g o f im portance to t h is group o f to p ic s than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. M oderately low er was th e mean r a tin g accorded "student body p r e sid e n t." No d e v ia tio n from th e o v e r - a ll p attern appeared w ith r e s p e c t to th e th r e e m ost im portant t o p ic s , however • Respondents p o sse ssin g more than 40 u n its in edu c a tio n accorded a h igh er average mean r a tin g o f im portance to th e se to p ic s than th a t r e f le c t e d by th e o v e r -a ll r e sp o n se s. M oderately h igh er mean r a tin g s were accorded " cen tra l o f f i c e p erso n n el," "the te a ch er sp on sor," " lo c a l commmlty le a d e r s ," and "the stu d en t body p r e sid e n t." No d e v ia tio n from th e o v e r - a ll p a tter n appeared w ith r e sp e c t to th e th ree to p ic s con sid ered m ost Im portant, however. ; i | G eneral Inform ation | Respondents who had acquired l e s s than 20 u n its in ed u cation accorded a s l i g h t l y low er average mean r a tin g o f im portance to to p ic s p e r ta in in g to g en era l in form ation 150 than that r e fle c te d by the o v e r -a ll responses. Noticeably lower was the mean ratin g accorded "school and d is t r ic t h isto ry and philosophy." While these respondents con formed with the o v e r -a ll pattern with respect to two o f the top ics considered most important, a departure was observed in th eir ranking o f "school standardized te stin g program" over "extra duty assignments." Respondents w ith 20-39 u n its in education also accorded a lower average mean rating o f importance to th is s e t o f top ics than that re flecte d by the o v e r -a ll responses. No n oticeab le deviations from the o v er-a ll pattern appeared with respect to mean ratings o f individual top ics or the three top ics considered most important, however. Respondents p ossessing 40 or more u n its in educa tio n accorded a s lig h t ly higher average mean rating of importance to these top ics than that r e fle c te d by the o v e r -a ll responses. No n oticeab le deviations appeared from the o v e r -a ll pattern w ith respect to mean ratin gs o f ; individual to p ic s, however. While these respondents con formed with the o v er -a ll pattern with respect to two o f the top ics considered most important, a departure was observed in th e ir ranking o f both "school d is t r ic t h istory and philosophy" and "use o f stu d e n t, te a ch er handbooks" over "extra duty assign m en ts." For a ta b u la tio n o f th e data upon which th e above fin d in g s were b ased , se e T able 15 on th e fo llo w in g p age. Where T onics Should Be P resented A gen era l s im ila r it y to th e o v e r - a ll p a ttern was found when th e resp on ses w ith r e s p e c t to recommended p la c e s fo r p r e se n tin g th e to p ic s were an alyzed from a stan d p oin t o f th e number o f u n its in ed u ca tio n th a t had been acquired by resp on d en ts. In m ost in s ta n c e s , th e h ig h e st percen tage o f respon d en ts in each ca teg o ry recom mended th a t community in form ation be s e n t through th e m a il, th a t in form ation about th e classroom assignm ent b e made a v a ila b le a t sch o o l o r a t departm ent m eetin g s, and th a t in form ation p e r ta in in g to th e v a rio u s o th er to p ic s be made a v a ila b le a t sc h o o l. Contrary to th e o v e r - a ll p a tte r n , however, th e h ig h e st p ercen tage o f th o se respon d en ts who had acquired between 20 and 39 u n its in ed u cation recommended th a t community in form ation be made a v a ila b le a t s c h o o l. I t was a ls o n oted th a t , o f th o se respon d en ts who had acq u ired 40 o r more ed u cation u n it s , th e h ig h e s t p ercen tage T A B L E 15 M E A N IM P O R T A N C E RA TIN G S O F O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O N U M B E R O F UNITS IN E D U C A T IO N R E SP O N D E N T S H A D A C Q U IR E D Key: F » 0 - 19 undergraduate and graduate u n its In education G - 20-39 undergraduate and graduate u n its in education H - 40 or more undergraduate and graduate u n its In education Topics Community Information Cost o f housing availab le Type o f housing availab le Cost o f liv in g in area Location o f churches Recreation f a c il i t i e s Climate Distance from school o f employment Location o f schools for children Q uality o f schools for children A v a ila b ility o f baby s it t e r s Status of teachers in community Socioeconomic structure o f community Employment opportunities for other members o f fam ily Average rating Categories o f Respondents, and Mean Ratines Accorded bv Each F G H 71 73 73 72 71 74 82 66 72 40 39 51 41 39 49 63 53 68 65 63 63 67 45 66 90 59 74 14 13 30 78 63 63 65 59 66 29 41 40 60 53 61 Classroom Assisnment Planning for the f i r s t day of school 90 89 86 Classroom Assignment Planning for the f i r s t day of school In stru ction al planning for the year Classroom guidance and d isc ip lin e Classroom grading and reporting Classroom environment Homework assignments Course o u tlin es and overviews Classroom te stin g Average rating Teaching M aterials and Equipment Textbooks A udio-visual aids In stru ction al supplies and equipment Use o f duplicating equipment Average ratin g School Special. ■Services Guidance and counseling program Health program Student a c t iv it ie s program D iscip lin e and Attendance Use o f school lib rary In stru ction al assista n ce to teachers C afeteria, custodial* c le r ic a l personnel and services Average ratin g 90 88 87 86 69 77 77 72 81 76 69 80 71 74 87 70 63 87 63 74 60 72 86 90 86 83 72 61 78 60 77 82 68 81 69 75 86 69 66 91 74 69 60 74 89 89 86 87 67 63 81 67 79 83 67 80 72 76 83 67 61 93 68 70 52 71 152 T A B L E 15—Continued Categories o f Respondents, and Mean Ratines Accorded bv Each Topics F G H State. District, and School Laws. P o lic ie s , and Procedures Teacher supervision and evaluation 80 .85 79 Teacher promotion, tenure, and term ination 79 78 84 Teacher sick lea v e, sab b atical, and retirem ent 72 70 76 Teacher r e sp o n sib ility and l i a b i l i t y 81 79 86 School and d is t r ic t organisation 69 61 69 School and d is t r ic t purchasing p o lic ie s 56 55 56 Average ratin g 73 71 75 Orientation Assistance from School Personnel The school board The d is t r ic t superintendent Central o ffic e personnel The school p rin cipal The school s t a f f 56 49 55 67 55 65 60 58 67 87 94 91 83 83 86 The school board The d is t r ic t superintendent • Central o £ fice personnel The school prin cipal The school s t a f f The department chairman The teacher sponsor Local community le a d e r s' The student body president Average ratin g General Information School and d is t r ic t h istory and philosophy Use o f student, teacher handbooks School standardized te stin g program P rofessional organizations Extra duty assignments Working hours Salary placement and advancement Health and accident Insurance School a th le tic program Credit union Faculty so c ia l a c t iv it ie s Average ratin g 56 49 55 67 55 65 60 58 67 87 94 91 83 83 86 85 89 89 53 47 57 46 30 43 46 29 42 65 59 66 60 72 76 64 70" 76 72 62 69 61 65 64 67 73 66 74 75 78 76 83 83 70 69 72 62 49 57 56 51 52 60 49 55 66 65 68 153 154 recommended that information about s ta te , d is t r ic t , and school laws, e tc . be presented at individual meetings with the p rincipal and s t a f f , rather than simply having i t availab le at sch ool. These respondents also deviated from the o v er -a ll pattern in th at the highest percentage recom mended that information pertaining to orien tation a s s is t ance from school personnel be presented a t building meet ings for a l l teachers. For a tabulation o f the data from which the above findings were, derived, see Table 16 on the follow ing page. When Tonics Should Be Presented No deviation from the o v er -a ll pattern was found when the responses with respect to the b est times for pre senting the various orien tation top ics were analyzed from a standpoint o f the number o f u n its in education respond ents had acquired. The highest percentage o f respondents in a l l three categories reconmended that information about the conmunity be presented before the contracts were signed; they a lso reconmended that information about a l l other top ics concerning th eir new teaching assignment be presented before the beginning o f school (see Table 1 7 ). T A B L E 16 R ESPO N SES R E G A R D IN G W H E R E O RIEN TATIO N TOPICS S H O U L D B E PR ESENTED, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F UNITS IN E D U C A T IO N R E SPO N D E N T S H A D A C Q U IR E D (In Percentages o f Responses) Key: A - Through the mall B - At school C - At d is t r ic t meetings for new teachers D - At d is t r ic t meetings for a l l teachers E ■ At building meetings for new teachers F - At building meetings for a l l teachers G - At department meetings H - At individual meetings w ith p rin cip al and s ta ff I - At individual meetings with teacher sponsor Groups o f Topics and Categories o f Respondents Choices and Percentages Responding Under Each B E H Information* Less than 20 u n its Between 20-39 u n its 40 or more u nits 66 47 65 34 53 35 Less than 20 u n its 4 17 7 4 14 12 19 16 6 Between 20-39 u n its 4 20 8 9 11 9 20 13 6 40 or more u n its 5 21 7 8 9 12 18 12 8 Teaching M aterials and Equipment Between 20*39 u n its 40 or more u n its 4 20 8 9 11 9 20 13 6 5 21 7 8 9 12 18 12 8 Teaching Materials and Equipment Less than 20 u n its 2 31 4 8 12 12 21 6 4 Between 20-39 u n its 2 39 5 5 9 8 20 6 6 40 or more u n its 1 33 7 6 10 8 19 7 9 School Special Services Less than 20 u n its 1 24 8 5 19 14 13 9 8 Between 20-39 units 1 38 6 6 12 9 8 15 5 40 or more u n its 2 25 6 8 16 15 10 10 8 State- District, and School Laws. Policies.a n dttocedures Less than 20 u n its 9 21 10 5 13 15 5 15 6 Between 20-39 u n its 9 26 9 9 10 11 7 16 5 40 or more u n its 11 14 8 11 12 14 9 17 5 *0nly two choices were provided under to p ics pertaining to commmity information: "through the mail" and "at school." 155 T A B L E 16 Groups o f Topics and Categories of Respondents Orientation Assistance from Scnooi Personnel Less than 20 u n its Between 20-39 units 40 or more u nits i General Information Less than 20 units Between 20-39 u n its 40 or more units Continued Choices and Percentages Responding ____________ VMttLMsh_____________ A B C D E F G H I 6 22 11 10 6 14 12 13 8 7 24 11 10 9 12 6 14 7 7 11 10 14 12 16 9 14 7 10 23 10 7 5 11 16 13 5 14 25 8 9 10 14 5 11 4 10 23 5 10 10 19 6 11 8 Less than 20 u nits 10 23 10 7 5 11 16 13 5 Between 20-39 u nits 14 25 8 9 10 14 5 11 4 40 or more u n its 10 23 5 10 10 19 6 11 8 T A B L E 17 R E C O M iE N D A T IO N S R E G A R D IN G W H E N T O PR E SE N T O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F UNITS IN E D U C A T IO N R E SPO N D E N T S H A D A C Q U IR E D (In Percentages o f Responses) Key: J - Before contract Is signed M - During f i r s t quarter K ■ Immediately a fter contract Is signed N - During f i r s t semester L - Before school begins 0 - During f i r s t year Groups Of Topics and r h n l c g e nnA PA ycim t-j.cn>.> W » rn i« n » m H n ff P .flnh Categories o f Respondents_________ ______________ J_______ K L_______M _______ N 0 — «»«#•» Information* Less than 20 u n its 62 28 10 Between 20 and 39 units 48 17 35 40 or more u n its 56 27 17 Classroom Assignment* Less than 20 u n its 58 28 8 5 Between 20 and 39 u n its 58 26 7 9 40 or more u n its 59 22 7 7 Teaching M aterials and Equipment Less than 20 u n its 55 29 8 8 Between 20 and 39 u n its 62 22 5 11 40 or more u n its 58 24 6 12 Teaching M aterials and Equipment Leas than 20 u n its Between 20 and 39 u n its 40 or more u n its 55 62 58 29 22 24 8 5 6 8 11 12 fatWOl Sreslfil gflTYfcgg Less than 20 u n its Between 20 and 39 u n its 40 or more u n its 53 52 52 31 29 25 6 6 7 10 12 16 j t yfret P lstr^c^. and School Laws. fores m W T T . B y T T T T T ' Less than 20 u n its Between 20 and 39 u n its 40 or more u n its 68 47 59 21 27 20 6 9 7 5 17 14 f i r s t q u arter/' "during f i r s t sem ester/1 and "during f i r s t year*" school during Groups o f Topics and Categories o f Respondents Orientation Assistance from School Personnel Less than 20 u n its Between 20 and 39 units 40 or more units General Information Less than 20 u n its -Continued and R«rftmm»nding Each J K L M N 0 56 23 7 14 53 23 9 14 57 19 9 15 65 31 1 3 General Information Leas than 20 u n its Between 20 and 39 u nits 40 or more units 65 31 1 3 57 29 5 8 58 24 10 14 158 159 Length of Pre-school Orientation and Distribution of Time W hile th e percentage o f teach ers p o sse ssin g 20*30 and 40 or more u n its in ed u cation who recommended th e v ario u s number o f days to be devoted to p re-sch o o l o r ie n ta tio n g e n e r a lly p a r a lle le d th a t o f th e o v e r -a ll group, i t was observed th a t a n o tic e a b ly h igher percentage o f th ose respondents p o ssessin g , le s s than 20 u n its recom mended th r e e , fo u r, and f iv e d ays. In f a c t , as th e number o f days in crea sed , th e d iffe r e n c e s between percentages reconmending them in crea sed . . Paid and Unpaid Orientation No marked d ev ia tio n from th e o v e r -a ll p attern appeared w ith r e sp e c t to th e len g th o f paid and unpaid o r ie n ta tio n recommended by th e respondents in th e variou s c a te g o r ie s o f education u n its acq u ired . The average num ber o f paid and unpaid days reconmended by respondents as i a whole were 2 .9 and 2 .2 days, r e s p e c tiv e ly —a d iffe r e n c e \ - | o f .7 d ays. I t was n o ted , however, th a t respondents who 1 - | had acquired l e s s than 20 u n its o f ed u cation reconmended ! I an average o f 3 .2 paid and 2 .2 unpaid days—a d iffe r e n c e | o f one whole day. 160 Distribution ofTJme While according to the over-all pattern of responses those aspects of orientation to which the great er portion of the first day should be devoted were "gen eral district meetings for new teachers" and "general building meetings for new teachers," it was noted that respondents with less than 20 units in education deviated from this pattern in recommending that a greater portion of the first day be spent in "department meetings" and "new teachers work in the classroom" than in either of the two aspects mentioned above. No deviations from the over all pattern were noted with respect to recomnendations of the other two categories of education units acquired. The two aspects to which the highest percentage of the second day should be devoted, according to the over-all pattern of responses, were "department meetings" and "new teachers work in the classroom." The only deviar j tion from this recoxnnendation came from those teachers i with less than 20 units in education, who recommended that a higher percentage of time be spent in "general building meetings for all teachers" than in "new teachers work in the classroom." 161 Respondents who had acquired 20*39 and 40 o r more u n its in ed u cation conformed w ith th e over-a 11 p a tter n o f resp on ses in reconmending th a t th e h ig h e st p ercen tages o f th e th ir d and fo u rth days o f o r ie n ta tio n be devoted to "new tea ch ers work in th e classroom " and "department m eet in g s." Respondents who had acquired l e s s than 20 u n it s * however* reconmended th a t a h igh er p ercen tage o f th e se days be devoted to " in d iv id u a l m eetings w ith p r in c ip a l and s t a f f " than to "new tea ch ers work in th e classroom ." According to th e o v e r - a ll resp on ses* th e h ig h e st p ercen tage o f th e f i f t h day o f o r ie n ta tio n should be sp en t in "new tea ch ers work in th e classroom *" "department m eet- ^ • ings*" and " in d iv id u a l m eetin gs w ith p r in c ip a l and s t a f f ." Respondents w ith 20-39 and 40 or more u n its in ed u cation d ev ia ted from t h is p a ttern somewhat in reconmending th a t a h igher p ercen tage o f t h is day be sp en t in " in d iv id u a l m eetings w ith tea ch er sponsor" than in " in d iv id u a l m eet in gs w ith p r in c ip a l and s ta ff* " how ever. For a ta b u la tio n o f th e data upon which th e above fin d in g s were based* se e T able 18 on th e fo llo w in g p age. T A B L E 18 R E C O M M E N D A T IO N S R E G A R D IN G L E N G T H O F PR E -SC H O O L O R IEN TA TIO N A N D DISTRIBUTION O F TIME, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F UNITS IN E D U C A T IO N R E SP O N D E N T S H A D A C Q U IR E D Key: A ■ General d is t r ic t meetings for E - Department meetings new teachers F ■ Individual meetings with principal B ■ General d is t r ic t meetings for and s ta ff a l l teachers G - Individual meetings with teacher C ■ General building meetings fo r sponsor new teachers H - New teachers working in the c la s s - D - General building meetings for room a l l teachers C s te g o r is s r f Respondents Percentage T^ agf T ^ t^ ^ r S ; g r P g ; g r age Length o f O rientation mending A B C D E F_____ G H Leas than 20 u n its One day 100 10 Two days 86 5 Three days 61 5 Four days 46 7 Five dsys 44 2 More than fiv e days 6 2 Average number o f days recom mended i f paid: 3«2 Average number o f days recom mended i f unpaid: • 2#2 Between 20-39 Units One day 100 19 Two days 94 6 Three davs 50 4 6 15 10 21 15 7 16 9 11 17 23 13 8 14 2 9 11 28 21 6 18 8 11 11 22 19 4 18 3 6 6 24 23 6 30 0 3 2 10 5 0 78 10 19 8 18 11 6 10 4 14 10 22 12 6 26 6 12 13 22 Q s PjttfW 29-39 V p1* » One day 100 Two daya 94 Three daya 50 Pour daya 24 Five daya 15 More than fiv e daya 1 Average number o f daya recom mended i f paid: 2.9 Average number o f daya recom mended i f unpaid: 2.1 40 or More Units One day 100 Two daya 97 Three daya 56 Four daya 19 Five daya 11 More than fiv e daya 2 Average number o f daya recom mended i f paid: 2.7 Average number o f daya recom mended i f unpaid: 2.2 19 10 19 8 18 11 6 10 6 4 14 10 22 12 6 26 4 6 12 13 22 9 5 29 3 3 6 8 18 9 11 42 3 2 4 3 10 4 16 58 2 0 4 0 2 2 0 90 24 10 20 8 14 11 4 9 7 6 18 10 21 10 8 20 3 5 8 9 23 7 8 37 1 3 10 6 22 5 21 32 1 0 8 3 12 4 17 55 0 0 20 5 10 5 0 60 162 163 Most Helpful Aspects of Orientation A spects o f o r ie n ta tio n th a t were mentioned w ith th e g r e a te s t frequency by th e o v e r -a ll respondents as b ein g most h e lp fu l were (1) "general inform ation a t d ep art ment m eetin gs," (2) "general inform ation by ad m in istration and s t a f f ," (3 ) "attendance and d is c ip lin e procedures," (4) "new-teacher m eetings w ith p r in c ip a l," and (5) "school p o lic ie s and procedures," in th a t ord er. While th e rank order v a ried somewhat, most h e lp fu l a sp ects mentioned w ith ; th e g r e a te st frequency by respondents in each category o f j ed u cation u n its acquired corresponded w ith th ose l i s t e d above. See T able 19 fo r a ta b u la tio n o f th e data regard - S ing th e se fin d in g s . i Least Helpful Aspects | | Aspects of orientation that were mentioned with I th e g r e a te st frequency by th e o v e r -a ll respondents as j b ein g le a s t h e lp fu l were (1) "general inform ation a t d is - i t r i c t m eetin gs," (2) "general inform ation by ad m in istra- j ! tio n and s t a f f ," and (3) "school or d i s t r i c t b r e a k fa sts, luncheons, o r s o c ia ls ," in th a t ord er. W hile th e rank order v a r ie d , th ese same a sp ects appeared a t th e top o f T A B L E 19 A SPECTS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y AS B E IN G M O S T H E L PF U L * T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F UNITS IN E D U C A T IO N R E SP O N D E N T S H A D A C Q U IR E D Key: F - 0-19 u n its G - 20-39 units H - A O or more u n its Aspects____________________________ Building Meetings General Information by adm inistration and s ta ff Attendance and d isc ip lin e procedures School p o lic ie s and procedures Guidance and counseling procedures t Department Meetings General information a t department Categories o f Respondents* and Percentage Mentioning Aspects F_________________G ________________ H N - 21 N - 113 N - 62 14 24 35 24 12 13 5 11 11 14 6 5 Department M eetings General information at department meetings Individual meetings w ith department chairman School Principal Meetings New teachers meeting with p rin cipals Individual new teacher meetings with principal D istr ic t Meetings General information at d is t r ic t meetings General Experiences A ssistance from teacher sponsor Tour o f campus Teachers working in classrooms 10 27 39 5 6 6 5 12 13 5 3 5 5 6 3 7 8 8 5 10 6 2 164 165 th e l i s t o f th o se mentioned w ith th e g r e a te s t frequency by respondents in each category o f ed u cation u n its acquired* w ith one ex c e p tio n . Respondents who had acquired i e s s than 20 u n its ranked "attendance and d is c ip lin e p roce dures" th ir d in th e ir l i s t o f le a s t h e lp fu l a sp ects (se e Table 2 0 ). Stannary When th e resp on ses were examined from a stan d p oin t o f th e number o f u n its in ed u cation respondents had acquired* c e r ta in d e v ia tio n s from th e o v e r -a ll p attern i i were found w ith r e sp e c t to mean importance r a tin g s o f th e j i v a rio u s to p ics* recommendations w ith r e sp e c t to where and j when th e to p ic s should be presented* th e recommended j len g th and d is tr ib u tio n o f tim e to be devoted to p re- [ f sch o o l o rien ta tio n * and th e most h e lp fu l and le a s t h e lp fu lj i r a sp ects o f o r ie n ta tio n . F ollow ing are major exam ples. j 1 . Respondents who had acquired le s s than 20 u n its in education accorded h igher average mean r a tin g s to th o se to p ic s p erta in in g to community inform ation* c la s s room assignm ent* sch ool s p e c ia l se r v ic e s* and o r ie n ta tio n « a s s is ta n c e from sch ool personnel* and low er average mean T A B L E 20 A SPECTS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y AS BEING L E A ST HELPFUL, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F UNITS IN E D U C A T IO N R E SP O N D E N T S H A D A C Q U IR E D Key: F - 0-19 u n its G - 20-39 units H - 40 or more units Aspects Categories o f Respondents, and Percentage Mentioning Aspects G H N - 16 N - 58 N - 31 B ttlltitoi M gg.t.A n & g. General information by adm inistration and s t a f f Attendance and d isc ip lin e procedures Grading and te stin g procedures School p o lic ie s and procedures 19 13 10 3 7 2 23 6 3 6 Department Meetings General information at department meetings 6 3 3 Department Meetings General Information at department meetings School Principal Meetings New teachers meeting with principals PJ,gtri9t Merttom General information at district meetings General Assistance from teacher sponsor School or district breakfasts* luncheons* or socials Bus tour of city Guest speakers 6 3 3 50 41 42 14 8 7 10 166 167 r a tin g s to to p ic s p erta in in g to teach in g m a te ria ls and equipment and gen eral in form ation . They accorded higher in d iv id u a l mean r a tin g s to " cost o f liv in g in th e area*" " lo c a tio n o f sch o o ls fo r children*" " q u a lity o f sch o o ls fo r ch ild r en ," " sta tu s o f teach ers in th e community*" "homework assignm ents*" " lo c a l community lead ers*" and "the stu d en t body p resid en t*" and low er in d iv id u a l mean r a tin g s to "employment o p p o rtu n ities fo r oth er members o f th e fam ily" and "school and d i s t r i c t h is to r y and p h ilo s ophy." They ranked " q u a lity o f sch o o ls fo r children" and " sta tu s o f teach ers in th e conmunity" over th e two housing to p ic s in th e ir l i s t o f th e th ree most im portant to p ic s under th e heading o f community inform ation* and "school standardized te s t in g program" over "extra duty assignm ents^ in th e th ree most im portant to p ic s under th e heading o f gen eral in form ation . A h igher percentage o f th e se respondents recommended three* four* and f iv e days o f p re-j i sch ool o r ie n ta tio n . The g r e a te s t d isp a r ity between th e recomnended number o f paid and unpaid days fo r p re-sch o o l o r ie n ta tio n appeared in recom nendations o f th e se respond- j e n t s . Respondents in t h is category recommended th a t a higher percentage o f th e f i r s t day o f o r ie n ta tio n be 168 devoted to department meetings and new teachers work in the classroom than to general d is t r ic t meetings for new teachers or general building meetings for new teachers. They recommended that a higher percentage o f the second day be spent in general building meetings for a l l teachers than in new teachers work in the classroom; and that a higher percentage o f the th ird and fourth days be spent in individual meetings w ith the p rin cipal and s ta f f than in new teachers work in the classroom. In th eir l i s t o f le a s t helpful aspects o f o rien ta tio n , these respondents a lso ranked "attendance and d isc ip lin e procedures" among the top three. 2. Respondents who had acquired between 20 and 39 u n its in education accorded a higher average mean r a t ing o f importance to those top ics pertaining to the c la ss room assignment, and lower average mean ratin gs o f impor tance to top ics pertaining to conmunity information; state* d is t r ic t , and school laws, p o lic ie s , and procedures; orien tation a ssista n ce from school personnel; and general inform ation. They accorded lower individual mean ratings to "location o f schools for children" and "quality o f schools for children." They indicated a preference that 169 community in form ation be made a v a ila b le a t sch o o l ra th e r than se n t through th e m ail • These respon d en ts recommended th a t a h igh er p ercentage o f th e f i f t h day o f o r ie n ta tio n be devoted to in d iv id u a l m eetings w ith th e tea ch er sponsor than to in d iv id u a l m eetings w ith th e p r in c ip a l and s t a f f . 3 . Respondents who had acquired 40 o r more u n its in ed u cation accorded h igh er average mean r a tin g s o f im portance to th o se to p ic s p e r ta in in g to conmunity in fo r m ation , sch o o l s p e c ia l s e r v ic e s ; s t a t e , d i s t r i c t , and sch o o l la w s, p roced u res, and p o lic ie s ; o r ie n ta tio n a s s i s t - ; i ance from sch o o l person n el; and gen era l inform ation; and low er average mean r a tin g s o f im portance to to p ic s p er ta in in g to th e classroom assignm ent and tea ch in g m a te r ia ls j and equipm ent. They accorded h ig h er in d iv id u a l mean r a t in gs to " clim a te," " lo c a tio n o f sch o o ls fo r c h ild r e n ," and j i " a v a ila b ilit y o f baby s i t t e r s ." In t h e ir l i s t o f th e th re e most im portant to p ic s under each h ead in g, th ey ranked " q u a lity o f sch o o ls fo r ch ild ren " over " co st o f li v in g in th e area" under conmunity in fo rm a tio n , and i " school d i s t r i c t h is to r y and philosophy" and "use o f s t u - : d en t, tea ch er handbooks" over "extra duty assignm ents" under g en era l in fo rm a tio n . They in d ic a te d a p referen ce 170 for receivin g information pertaining to state* d istr ic t* and school laws* p o licies* and procedures at individual meetings with principal and s t a f f rather than at sch ool. And they recommended that a higher percentage o f the f i f t h day be spent in individual meetings with the teacher sponsor than in individual meetings with the principal and s t a f f . C H A PTER VII SIGNIFICANCE OF THE NUMBER OF NEW TEACHERS IN THE SCHOOL This chapter analyzes the findings from a stand point of the number of new teachers in the schools in which respondents were employed. For this purpose, data from the completed questionnaires were grouped into four categories, as follows: (1) schools employing less than j 11 new te a c h e r s, (2) sch o o ls em ploying betw een 11 and 20 new te a c h e r s, (3) sc h o o ls em ploying between 21 and 30 new ; te a c h e r s, and (4) sch o o ls em ploying more than 30 new te a c h e r s • I i 1 Imp9yt^nce of the Tonics i I | Certain deviations from the over-all picture were i found when the responses with respect to mean importance ratings of the various topics were examined from a 171 172 standpoint o f the number o f new teachers in the schools in which respondents were employed. These findings are reported, according to the group o f top ics to which they apply, in the follow ing manner: (1) deviations in average mean ratings accorded the group o f top ics as a whole, (2) n oticeab le deviations (10 per cent or more) in mean r a t ings accorded individual top ics in the group, and (3) deviations w ith respect to the three top ics considered most important in the group. Conminitv Inform* Respondents in schools with le s s than 11 new teachers accorded a s lig h tly higher average mean ratin g o f importance to top ics pertaining to community information than that re flecte d by the o v er -a ll responses. N oticeably higher were mean ratings accorded "location o f churches" and "recreation f a c ilit ie s ." U hile these respondents con formed with the o v e r -a ll pattern with respect to the three top ics considered most important under th is heading, i t was noted that "climate" was also ranked at the top o f the . l i s t . Respondents in schools employing from 11 to 20 new teachers accorded a considerably lower average mean ratin g 173 o f im portance to t h is s e t o f to p ic s than th a t r e f le c t e d by th e o v e r - a ll re sp o n se s. N o tic e a b ly low er were mean ra tin g s accorded "type o f housing a v a ila b le* " " lo c a tio n o f churches*" " recrea tio n f a c il i t i e s * " " lo c a tio n o f sch o o ls fo r ch ildren *" " q u a lity o f sc h o o ls fo r ch ild ren *" " a v a il a b i l i t y o f baby s it t e r s * " and " sta tu s o f te a ch ers in th e conm unity." No d e v ia tio n f rom th e o v e r - a ll p a ttern appeared w ith r e sp e c t to th e th r e e to p ic s con sid ered most im portant under t h is heading* however. Respondents in sc h o o ls em ploying between 21 and 30 new tea ch ers accorded a s l i g h t l y h igh er average mean r a t ing o f Importance to t h is s e t o f to p ic s than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic ea b ly h igh er were mean r a tin g s accorded " lo c a tio n o f churches" and " clim a te." No d e v ia tio n from th e o v e r - a ll p a ttern appeared w ith r e sp e c t to th e th ree to p ic s con sid ered most im portant under t h is heading* however. Respondents in sc h o o ls w ith more than 30 new tea ch ers accorded a co n sid era b ly h igh er average mean r a t - j in g o f im portance to to p ic s under t h is heading than th a t r e f le c t e d by th e o v e r - a ll r e sp o n se s. N o tic e a b ly h ig h er were mean r a tin g s accorded " lo c a tio n o f sc h o o ls fo r children," "quality o f schools for children," " a v a ila b il ity o f baby s itte r s ," and "status o f teachers in the com munity." While these respondents conformed with the o v er -a ll pattern w ith respect to two o f the top ics consid ered most important, a departure was observed in th eir ranking o f "status o f teachers in the conmunity" over the other to p ic s. C lassroy™ ffpmpnt: No n oticeab le deviations from the o v e r -a ll pattern appeared with respect to mean ratings o f the individual top ics or the three top ics judged most important under th is heading by respondents in any o f the categories based on the number o f new teachers employed in the school. I t was noted, however, that respondents in schools with le s s than 11 new teachers accorded these to p ics a s lig h tly higher average mean ratin g, respondents in schools with between 21 and 30 new teachers accorded them a s lig h t ly lower mean ra tin g , and respondents in schools with more than 30 new teachers accorded them a moderately higher mean ratin g o f importance than that r e fle c te d by the o v er -a ll responses. Teaching Materials and Equipment Respondents in sch o o ls w ith l e s s than 11 new teach ers accorded to p ic s p erta in in g to tea ch in g m a te ria ls and equipment a s li g h t ly lower average mean r a tin g o f importance than th a t r e fle c te d by th e o v e r -a ll re sp o n ses. N o ticea b ly lower was th e mean r a tin g accorded "use o f d u p lica tin g equipment." W hile th e se respondents conformed w ith th e o v e r -a ll p attern w ith r e sp e c t to two o f th e to p ic s con sidered most im portant, a departure was observed in th a t th ey ranked " a u d io -v isu a l aid s" over "use o f d u p lic a tin g equipment." No n o tic e a b le d e v ia tio n s from th e o v e r -a ll p attern appeared w ith r e sp e c t to mean r a tin g s o f th e in d iv id u a l to p ic s or th e th ree to p ic s con sid ered most important under t h is heading by respondents in any o f th e o th er th ree c a te g o r ie s based on th e number o f new tea ch ers employed in th e sc h o o l. I t was observed, however, th a t respondents in sch o o ls w ith 21-30 new teach ers accorded t h is s e t o f to p ic s a s li g h t ly h igher average mean r a tin g , and respond en ts in sch o o ls employing over 30 new tea ch ers accorded a s l i g h t ly lower average mean r a tin g than th a t r e fle c te d by th e o v e r -a ll resp o n ses. 176 School Special Services Respondents in schools with le s s than 11 new teachers accorded top ics pertaining to school sp ecia l services a lower average mean rating o f importance than that re flecte d by the o v e r -a ll responses. N oticeably lower were mean ratin gs accorded "guidance and counseling program,1 1 "student a c t iv it ie s program," and "use o f school lib rary." No deviation from the o v e r -a ll pattern appeared with respect to the three top ics considered most impor tan t, however. Respondents in schools with 11 to 20 new teachers accorded a s lig h t ly lower average mean ratin g o f impor tance to th is s e t o f top ics than th at re flecte d by the o v e r -a ll responses. Noticeably lower was the mean ratin g accorded " cafeteria , cu sto d ia l, c le r ic a l personnel and ser v ic es." While these respondents conformed w ith the o v e r -a ll pattern w ith respect to two o f the top ics consid ered most important, a departure was observed in th eir ranking o f "use o f school library" over "in stru ction al assista n ce to teachers." Respondents in both o f the other categories accorded a s lig h t ly higher average mean ratin g o f 177 importance to t h is s e t o£ to p ic s as th a t r e fle c te d by th e o v e r -a ll resp o n ses, but no n o tic e a b le d ev ia tio n s from th e o v e r -a ll p attern were n oted w ith r e sp e c t to mean r a tin g s o f in d iv id u a l to p ic s or th e th ree to p ic s con sidered most im portant • State, District, and School Laws. P o lic ie s , and Procedures Respondents in sch o o ls w ith l e s s than 11 new teach ers accorded a higher average mean r a tin g o f impor tan ce to to p ic s under t h is gen eral heading than th a t r e fle c te d by th e o v e r -a ll re sp o n ses. N o ticea b ly h igh er was th e mean r a tin g accorded "school and d i s t r i c t organ i z a tio n ." W hile th e se respondents conformed w ith th e o v er- ! a l l p a ttern w ith re sp e c t to two o f th e to p ic s con sidered most im portant, a departure was observed in th e ir ranking o f "teacher s ic k le a v e , sa b b a tic a l, and retirem ent" over "teacher prom otion, ten u re, and term in ation ." j No n o tic e a b le d e v ia tio n s from th e o v e r -a ll p attern I appeared w ith r e sp e c t to mean r a tin g s o f th e in d iv id u a l j to p ic s or th e th ree to p ic s con sidered most im portant under ; i t h is heading by respondents in any o f th e o th er th ree c a te g o r ie s based on th e number o f new tea ch ers employed in the sch ool. I t was observed, however, that respondents in schools employing between 11 and 20 new teachers accorded th is se t o f top ics a s lig h t ly lower average mean ratin g, and respondents w ith over 30 new teachers accorded them a higher average mean rating than that re flecte d by the o v er -a ll responses. Orientation Assistance from School Personnel Respondents in schools with le s s than 11 new teachers accorded top ics under th is general heading the same average mean ratin g o f importance as that r e fle c te d by the o v er -a ll responses. They accorded a n oticeab ly higher mean ratin g to "the teacher sponsor," and a n o tic e ably lower mean ratin g to "the school s ta ff," however. No deviation from the o v e r -a ll pattern appeared w ith respect to the three top ics considered most important, however. Respondents in schools employing between 11 and 20 new teachers also accorded the same average mean ratin g o f importance to th is s e t o f top ics as that r e fle c te d by the o v e r -a ll responses. No n oticeab le deviations from the o v e r -a ll pattern appeared w ith respect to mean ratin gs o f individual top ics or the three top ics considered most im portant. ____ ____ _ _ Respondents in sch o o ls employing between 21 and 30 new teach ers accorded a low er average mean r a tin g o f importance to to p ic s under t h is gen eral heading than th a t r e fle c te d by th e o v e r -a ll r e sp o n ses. N oticeab ly lower were th e mean r a tin g s accorded " lo c a l conmunity lead ers" and "the stu d en t body p r e sid e n t." No d ev ia tio n from th e o v e r -a ll p attern appeared w ith r e sp e c t to th e th ree to p ic s con sidered most im portant, however. Respondents in sch o o ls em ploying more than 30 new teach ers accorded a s l i g h t ly h igh er average mean r a tin g o f importance to t h is group o f to p ic s than th a t r e fle c te d by th e o v e r -a ll re sp o n ses. N o ticea b ly h igher was th e mean; r a tin g accorded "the stu d en t body p r e sid e n t." No d e v ia - I tio n from th e o v e r -a ll p attern appeared w ith r e sp e c t to the' th ree to p ic s considered most im portant, however. General Information Respondents in sch o o ls w ith l e s s than 11 new i I ! teach ers accorded a s l i g h t ly low er average mean r a tin g o f ’ I . I i importance to to p ic s under t h is gen eral heading than th a t ! t j I r e fle c te d by th e o v e r -a ll r e sp o n ses. N o ticea b ly lower was th e mean r a tin g accorded "extra duty assign m en ts." I t was 1 I in te r e s tin g to ob serve, however, th a t th e se respondents 180 accorded noticeab ly higher mean ratin gs to two top ics: "school and d is t r ic t h istory and philosophy," and "faculty so c ia l a c t iv itie s ." This d ifferen ce was re flecte d in the choice o f these respondents with respect to the three most important top ics under th is heading. In only one s e le c tio n did they conform with the o v e r -a ll pattern. Depar tures were noted in th eir ranking o f "school and d is t r ic t h istory and philosophy" and "use o f student, teacher hand books" over "extra duty assignments" or "working hours." Respondents in schools employing between 11 and 20 new teachers also accorded a s lig h t ly lower average mean ratin g o f Importance to th is s e t o f top ics than that r e fle c te d by the o v e r -a ll responses. No n oticeab le devia tio n s appeared with respect to mean ratin gs o f individual top ics or the three top ics considered most Important, however. Respondents in schools employing between 20 and 30 new teachers accorded a lower average mean ratin g o f importance to top ics under the heading o f general informa tio n than that r e fle c te d by the o v e r -a ll responses. Noticeably lower was the mean ratin g accorded "extra duty assignm ents." This d ifferen ce was r e fle c te d in these 181 respondents' s e le c t io n o f th e th ree to p ic s considered most important under t h is h ead ing. Contrary to th e o v e r -a ll p a ttern , th ey considered "h ealth and a ccid en t in su ran ce," "school and d i s t r i c t h isto r y and p h ilosop h y," and "use o f stu d en t, teach er handbooks" more important than "extra duty assignm ents" or "working hours." Respondents in sch o o ls w ith more than 30 new teach ers accorded a s l i g h t ly h igher average mean r a tin g o f importance to to p ic s under th e heading o f gen eral informa tio n than th a t r e fle c te d by th e o v e r -a ll r e sp o n ses. No n o tic e a b le d e v ia tio n s appeared w ith r e sp e c t t o mean r a t in gs o f in d iv id u a l to p ic s o r th e th ree to p ic s considered most im portant, however. For a ta b u la tio n o f th e data from which th e above ; fin d in g s were d eriv ed , se e T able 21. Where T onics Should Be Presented A gen eral s im ila r ity to th e o v e r - a ll p attern was found when th e respon ses w ith r e sp e c t to recommended i p la ces fo r p resen tin g th e o r ie n ta tio n to p ic s were examined ; from a stan d p oin t o f th e number o f new tea ch ers in th e sch o o ls in which respondents were employed. In most T A B L E 21 M E A N IM P O R T A N C E RA TING S O F O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O N U M B E R O F N E W T E A C H E R S IN T H E S C H O O L Key: J - From schools employing le ss than 11 new teachers K - From schools employing between 11 and 20 new teachers L - From schools employing between 21 and 30 new teachers M - From schools employing more than 30 new teachers Topics Categories of Respondents, and Mean Ratings Accorded bv Each M Information Cost o f housing availab le Type o f housing availab le Cost o f liv in g In area Location o f churches. Recreation f a c i l i t i e s Climate Distance from school o f employment Location o f schools for children Q uality o f schools fo r children A v a ila b ility of baby s it t e r s Status o f teachers In community Socioeconomic structure o f community Employment opportunities fo r other members o f fam ily Average ratin g 68 69 73 78 69 62 74 77 68 62 69 78 55 33 56 44 60 36 41 47 69 50 69 66 63 54 66 71 55 39 57 69 59 55 73 77 23 6 22 30 60 53 62 81 61 53 65 69 45 37 33 46 58 47 58 64 Classroom Assignment memoers oz zamny Average ratin g 58 Classroom Assignment Planning for the f i r s t day o f school 90 In stru ction al planning for the year 93 Classroom guidance and d isc ip lin e 88 Classroom grading and reporting 80 Classroom environment 74 Homework assignments 63 Course o u tlin es and overviews 76 Classroom te stin g 65 Average ratin g 79 Teaching Materials and Equipment Textbooks 79 Audio-visual aids 70 In stru ction al supplies and equipment 82 Use o f duplicating equipment 57 Average rating 72 School Special Services Guidance and counseling program 76 Health program 65 Student a c t iv it ie s program 55 D iscip lin e and attendance 84 Use o f school lib rary 60 In stru ction al assista n ce to teachers 70 C afeteria, c u sto d ia l, c le r ic a l personnel and services 55 Average ratin g 66 J / JJ H U 47 58 64 88 87 90 93 85 89 89 85 88 83 89 87 68 68 70 63 59 66 78 73 77 63 63 69 78 76 80 82 84 82 68 72 70 83 79 79 72 77 69 76 78 75 85 86 87 67 70 71 65 67 61 87 89 90 69 67 72 66 74 75 42 57 58 69 73 73 ] 82 T A B L E Topics State. District, and School Laws. Policies, and Procedures Teacher supervision and evaluation Teacher promotion, tenure, and termination Teacher sick leave, sabbatical and retirement Teacher responsibility and liability School and district organization School and district purchasing policies Average rating Orientation Assistance from School Personnel The school board The district superintendent Central office personnel The school principal The school staff The department chairman The teacher sponsor Local community leaders The student body president —Continued Categories of Respondents, and Mean Ratines Accorded bv Each M 88 74 76 85 75 57 78 80 72 68 83 66 53 70 84 81 67 87 61 57 73 84 86 78 89 70 60 78 50 64 60 91 74 93 61 35 30 51 73 59 91 86 88 49 37 33 47 53 60 94 83 88 51 24 21 50 60 64 93 84 88 50 42 45 m e bccioqj. prmcipax yj. The school s t a f f 74 The department chairman 93 The teacher sponsor 61 Local community leaders 35 The student body president 30 Average ratin g 62 General Information School and d is t r ic t h isto ry and philosophy 83 Use o f student, teacher handbooks 73 School standardized te s tin g program 64 P rofessional organizations 59 Extra duty assignments 65 Working hours 71 Salary placement and advancement 82 Health and accident insurance 69 School a th le tic program 41 Credit union 50 Faculty so c ia l a c t iv it ie s 62 Average ratin g 65 86 88 49 37 33 62 70 74 59 62 74 79 82 65 54 51 50 65 7J 84 88 50 42 45 64 74 68 69 69 77 78 86 74 56 59 55 70 83 88 51 24 21 58 69 71 64 64 64 68 80 71 53 42 46 63 183 184 in stan ces, the h ighest percentage o f respondents recom mended th at community information be sen t through the m ail, that information about the classroom assignment be made a v a ila b le a t school or in department m eetings, and th at information pertaining to the various other top ics be made a v a ila b le a t sch ool. Contrary to the o v e r -a ll p attern, however, the m ajority o f respondents in schools with le s s than 11 new teachers recomnended th at inform ation about the community be made a v a ila b le a t sch o o l. I t was a lso noted th a t, o f those respondents in schools w ith le s s than 11 new teach e r s, a s lig h t ly higher percentage recomnended th at s ta te , d is t r ic t , and school law s, p o lic ie s , and procedures be presented a t d is t r ic t meetings fo r new teachers rather than simply having i t a v a ila b le a t school; and, o f those respondents in schools w ith 21-30 new teach ers, a s lig h t ly higher percentage recomnended th at th is information be presented a t individual meetings w ith p rin cip al and s t a f f . An equal percentage o f respondents in schools w ith 31 or more new teachers recomnended th at community Infor mation be presented a t in divid ual meetings w ith the prin c ip a l and s t a f f and a t sch ool. These respondents a lso 185 d eviated from th e o v e r -a ll p attern in th a t the h ig h est percentage recommended th a t inform ation p ertain in g to o r ie n ta tio n a ssista n c e be made a v a ila b le a t b u ild in g meet in gs for a l l te a ch ers. For a ta b u la tio n o f th e data from which th e above fin d in g s were d erived , se e Table 22 on th e fo llo w in g page. When Tonics Should Be Presented No d ev ia tio n s from th e o v e r -a ll p attern were found when th e responses w ith resp ect to th e b e st tim es fo r pre sen tin g th e variou s o r ie n ta tio n to p ic s were analyzed from a standpoint o f th e number o f new teach ers employed in th e sc h o o l. The h ig h est percentage o f respondents in each category recommended th a t infoxm ation about th e community M be presented b efore th e con tract i s sig n ed , and th a t inform ation about a l l oth er to p ic s be presented b efore sch ool begins (se e Table 2 3 ). Length o f P re-sch ool O rien tation and D istrlb u tirm t w On th e whole, th e percentages o f respondents in th e d iffe r e n t ca te g o r ie s based on th e number o f new teach ers employed in th e sch ool who recommended th e d iffe r e n t T A B L E 22 R ESPO N SES R E G A R D IN G W H E R E O R IEN TA TIO N TOPICS S H O U L D BE PRESENTED, T A B U L A T E D A C C O R D IN G .T O T H E N U M B E R O F N E W T E A C H E R S IN T H E S C H O O L (In Percentages o f Responses) Key: A - Through the mall B - At school C - At d is t r ic t meetings for new teachers D - At d is t r ic t meetings for a ll teachers E - At building meetings for new teachers F ■ At building meetings for a l l teachers G - At department meetings H * At Individual meetings with principal and s ta ff I - At individual meetings with teacher sponsor Choices and Percentages Responding Groups o f Topics and Categories o f Respondents A B C U 1 IU C 1 D E ;u F G H I Communltv Information* Less than 11 new teachers 46 54 Between 11 and 20 new teachers 55 45 Between 21 and 30 new teachers 51 49 31 or more new teachers 64 36 Classroom. Ass lsnment Less than 11 new teachers 5 20 9 9 6 6 22 15 9 Between 11 and 20 new teachers 4 16 8 8 13 13 18 12 8 Between 21 and 30 new teachers 4 24 7 9 10 7 20 12 7 31 or more new teachers 5 23 7 9 10 9 21 12 4 Between 21 and 30 new teachers 31 or more new teachers Te«chlng M«terial» and Enu<nm>r.t Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers School Special Services Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers g tyfref Dlstr^cfc. and School Laws. lures £5 % ^ 5 r T ^ T T iT * B ■ f T T T T * Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers "through the mall" and "at school." 4 24 7 9 10 7 20 12 7 5 23 7 9 10 9 21 12 4 3 34 5 5 11 6 22 7 7 3 33 5 7 8 8 22 6 8 1 34 6 4 10 9 22 6 8 3 35 2 5 10 14 17 9 5 1 22 21 ’ 10 11 7 9 12 7 2 30 7 4 17 10 8 17 5 2 25 7 6 17 11 10 15 7 2 29 4 9 12 19 7 14 4 7 16 17 10 9 10 7 14 10 10 21 11 7 13 10 7 17 4 9 15 9 9 12 13 10 17 6 11 18 5 12 8 16 7 18 5 pertaining to community Information: 186 Groups o f Topics and Categories o f Respondents_______ School Personnel Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers General Information Less than 11 new teachers Continued Choices and Percentages Responding _____________Under Each___________ ... A B C D E F G H I 5 17 18 16 7 8 12 11 6 5 22 13 9 13 10 12 10 6 7 18 11 10 8 14 9 15 8 9 16 7 13 7 18 8 16 6 16 25 13 8 8 12 5 10 3 31 or more new teachers 9 General Information Less than 11 new teachers 16 Between 11 and 20 new teachera 12 Between 21 and 30 new teachers 11 31 or more new teachers 12 16 7 13 7 18 8 16 6 25 13 8 8 12 5 10 3 26 9 7 11 12 7 12 4 25 7 10 11 14 7 10 5 20 5 11 8 18 7 12 7 187 TA B L E 23 R E C O M fE N D A T IO N S R E G A R D IN G W H E N T O P R E SE N T O R IEN TA TIO N TOPICS, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F N E W L Y E M P L O Y E D T E A C H E R S IN T H E S C H O O L (In Percentages of Responses) Key: J ■ Before contract Is signed M - During f i r s t quarter K ■ Immediately a fter contract is signed N - During f i r s t semester L ■ Before school begins 0 - During f i r s t year Group* o f Topic* and CtoteM. W W fW fM B fW Ep?h Categories o f Respondents J_______ K ______L_______M _______ N ______ 0 Comnunitv Information* Less than 11 new teachers 50 17 33 Between 11 and 20 new teachers 52 21 26 Between 21 and 30 new teachers 45 29 26 31 or more new teachers 58 20 22 Less than 11 new teachers 55 25 8 12 Between 11 and 20 new teachers 57 25 7 11 Between 21 and 30 new teachers 53 28 8 11 31 or more new teachers 65 23 5 7 Teaching M aterials and Equipment Less than 11 new teachers 58 21 6 15 s i or more new teacners 65 . 23 5 7 Teaching M aterials and Eaulument Less than 11 new teachers 58 21 6 15 Between 11 and 20 new teachers 62 24 5 9 Between 21 and 30 new teachers 58 29 5 8 31 or more new teachers 59 21 7 13 School Special Service. Less than 11 new teachers 43 33 10 14 Between 11 and 20 new teachers 52 27 5 16 Between 21 and 30 new teachers 52 33 6 9 31 or more new teachers 57 24 7 12 S ta te . D is tr ic t, and School Laws. Pot ic la s T eno Procedures Less than 11 new teachers 55 26 8 11 Between 11 and 20 new teachers 50 27 7 16 Between 21 and 30 new teachers 61 20 8 11 31 or more new teachers 59 20 8 13 ★Only three choices were provided under top ics pertaining to community inform ation. Four choices were provided under a ll other to p ic s. 188 Groups o f Topics and Categories o f Respondents talfflmtofLAtilfjancg f g g ° > SchMl-Egiiflflngl Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers General Information Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers ■Continued Choices and Percentages Recommending Each J K L M N 0 53 25 9 13 56 18 8 18 62 16 8 14 54 24 10 12 60 27 5 8 60 22 6 12 64 18 8 10 m m _ Less than 11 new teachers Between 11 and 20 new teachers Between 21 and 30 new teachers 31 or more new teachers 60 27 5 8 60 22 6 12 64 18 8 10 57 29 7 7 189 number o f days to be devoted to pre-school orien tation did not vary markedly from the o v e r -a ll pattern. A ll respond ents in each group recom&ended one day; two days were recommended by a lower percentage o f respondents in schools with le s s than 11 and between 11 and 20 new teach ers and by a higher percentage o f respondents in schools with 21-30 or 31 or more new teachers than was r e fle c te d by the o v er -a ll responses. Three days were recommended by a lower percentage o f respondents in schools with between 11-20 and 31 or more new teachers and by a higher percent age o f respondents in schools w ith 21-30 new teachers. Four days were reconmended by a higher percentage o f respondents in schools with 21-30 new teachers and by a lower percentage o f respondents in the other three cate g o r ie s. Five days were recommended by a lower percentage o f respondents in schools with le s s than 11 and 31 or more new teachers and a higher percentage o f respondents in schools with 21-30 new teach ers. No respondents in i schools with le s s than 11 new teachers recommended more than fiv e days, w hile a higher percentage o f respondents in schools with 21-30 and 31 or more new teachers recom mended th is amount than was r e fle c te d by the o v er-a ll responses. ____________________ .____________________ _ 1 9 1 Length of Paid and Unpaid Orientation I t was n oted th a t, w h ile th e average number o f days recommended fo r paid and unpaid o r ie n ta tio n as r e fle c te d by th e o v e r -a ll p attern o f resp on ses were 2.9 and 2 .2 , r e s p e c tiv e ly (a d iffe r e n c e o f .7 d a y s), respond en ts in sch o o ls w ith le s s than 11 new teach ers recommended o n ly 2 .0 days fo r paid and an alm ost equal amount, 1 .9 d ays, fo r unpaid o r ie n ta tio n —a d iffe r e n c e o f o n ly .1 day. On th e oth er hand, respondents in sch o o ls w ith 21-30 new teach ers in th e sch ool recomnended 3 .7 days fo r paid and 2 .6 days fo r unpaid o r ie n ta tio n —a d iffe r e n c e o f 1 .1 d ays. Recommendations o f respondents in th e o th er two c a te g o r ie s o f new teach ers employed conformed c lo s e ly w ith th ose r e fle c te d by th e o v e r -a ll p attern o f r e sp o n ses. Distribution of Time W hile, according to th e o v e r -a ll p a ttern o f resp o n ses, th o se a sp ects o f o r ie n ta tio n to which th e g rea ter p ortion o f th e f i r s t day should be devoted were g en eral d i s t r i c t m eetings fo r new tea ch ers and gen eral b u ild in g m eetings fo r new te a c h e r s, th e fo llo w in g d ev ia tio n s were observed when th e resp on ses were analyzed f r om a stan d poin t o f th e number o f new tea ch ers employed in 192 th e sch o o l. Respondents in sch ools w ith 11-20 new teach ers recommended th a t a higher p ortion o f the f i r s t day be spent in department m eetings than in general b u ild in g m eetings fo r new tea ch ers, and respondents in sch ools w ith 31 or more new teach ers recommended department m eetings over general d i s t r i c t m eetings fo r new tea ch ers. Respondents in sch o o ls w ith 11-20 and 31 or more new teach ers conformed w ith the o v e r -a ll pattern in recom mending th at th e major p ortion o f th e second day be devoted to department m eetings and new teach ers work in* th e classroom , but respondents in sch ools w ith le s s than 11 and between 21 and 30 new teach ers d eviated f rom the o v e r -a ll p attern in reconmending th a t a greater p ortion o f t h is day be devoted to in d iv id u a l m eetings w ith p rin cip a l and s t a f f than to new teach ers work in the classroom . No d ev ia tio n s from th e o v e r -a ll pattern appeared in any o f th e ca teg o ries w ith re sp e ct to th e a sp ects o f o r ie n ta tio n to which th e major portion o f th e th ird day should be devoted. Only th ose respondents in sch ools w ith 11-20 new teach ers d eviated from the o v e r -a ll pattern w ith resp ect 193 to th e two a s p e c ts t o w hich th e m ajor p o r tio n o f th e fo u r th and f i f t h days sh ou ld be d evoted* W hile th e over* a l l recom m endation was departm ent m eetin g s and new te a c h e r s work in th e c la ssr o o m s, th e s e resp o n d en ts fav o red in d iv id u a l m eetin g s w ith te a c h e r sp on sor o v er departm ent m e e tin g s• R espondents in ev e r y c a te g o r y o f new te a c h e r s em ployed conform ed w ith th e o v e r - a ll p a tte r n in reconm end- in g th a t th e m ajor p o r tio n o f a l l days beyond th e f i f t h day be d evoted to new te a c h e r s work in th e cla ssr o o m . See T ab le 24 f o r a ta b u la tio n o f th e d ata from w hich th e above fin d in g s w ere d erived * Most H elp fu l A sp ects o f O r ie n ta tio n A sp ects o f o r ie n t a t io n th a t w ere m entioned as m ost h e lp fu l w ith th e g r e a t e s t freq u en cy b y th e o v e r - a ll resp o n d en ts w ere (1 ) " g en era l in fo rm a tio n a t departm ent m e etin g s* " (2 ) " gen eral in fo rm a tio n by a d m in is tr a tio n and s t a f f ," (3 ) " atten d an ce and d i s c i p l i n e procedu res*" (4 ) " n ew -teach er m eetin gs w ith p r in c ip a l* " and (5 ) " sch o o l p o l i c i e s and p rocedures*" In th a t o r d e r . W hile th e rank ord er v a r ie d somewhat* th e s e same a s p e c ts w ere m entioned T A B L E 24 R E O O M fE N D A T IO N S R E G A R D IN G L E N G T H O F FR E -SC H O O L O R IEN TA TIO N A N D DISTRIBUTION O F TIME, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F N E W T E A C H E R S IN T H E S C H O O L Key: A - General d is t r ic t meeting! for new teachers B - General d is t r ic t meetings for a l l teachers C - General building meetings for new teachers D - General building meetings for a l l teachers E ■ Department meetings F ■ Individual meetings with principal and s ta f f G ■ Individual meetings with teacher sponsor H - New teachers working in the c la s s room Categories o f Respondents Percentage and Reeom- Type o f Meeting, and Average Percentage Tim RtffflintniM Vnfar Enh____ Length of O rientation mending A B C D E F G H Uaft.thEB i l BtW-TfHrhilP One day 100 23 12 19 2 19 12 4 9 Two days 86 4 2 16 8 31 22 3 14 Three days 54 2 4 10 8 20 3 4 49 Four days 21 0 3 0 0 35 3 14 45 Five days 5 0 10 0 0 20 10 0 77 More than fiv e days Average number o f days recom mended i f oald: 2.0 * • Average m nber o f days recom mended if.unpaid: 1 .9 Between 11 and 20 New Teachers One day Two days Three days Four days Five days More than fiv e days 100 20 9 15 10 18 9 6 13 89 7 3 15 8 18 11 9 29 50 4 3 11 10 18 9 9 36 22 3 2 4 9 13 5 14 50 16 3 1 4 9 9 1 13 62 2 5 0 5 2 20 10 0 78 On* day 100 Two days 89 Thraa daya 50 Tour daya 22 Viva daya 16 Nora than fiv e daya 2 Avaraga nuabar o f daya racom- nanaad i f paid: 2.8 Avaraga nuabar o f daya racon- aanaad I f unpaid: 2.1 Batwaan 21 and 30 Naw Teacher? Ona day 100 Two daya 97 Thraa daya 59 Four daya 39 Fiva daya 25 Nora than fiv a daya 7 Avaraga nuabar o f daya racom Avaraga nuabar o f daya racom- oandad i f unpaid: 2.6 31 or Kora M aw Taachara Ona day 100 Two daya 97 Thraa daya 50 Four daya 18 Fiva daya 14 Nora than fiv a daya Avaraga nuabar o f daya recom- ■andad i f paid: 2.7 Avaraga nuabar o f daya racom- ■andad i f unpaid: 1 .9 20 9 15 10 18 9 6 13 7 3 15 8 18 11 9 29 4 3 11 10 18 9 9 36 3 2 4 9 13 5 14 50 3 1 4 9 9 1 13 62 5 0 5 2 20 10 0 78 23 6 26 6 11 15 5 8 7 8 16 11 19 16 9 14 2 8 7 13 28 14 9 19 0 2 4 10 19 14 17 34 1 0 6 2 15 15 15 78 3 0 10 3 8 8 30 84 15 10 20 10 19 11 5 10 7 6 15 14 25 9 5 20 6 7 11 14 22 10 8 22 5 8 11 10 24 11 5 64 2 m 4 4 5 18 10 13 85 m 194 195 with* th e g r e a t e s t freq u en cy by resp o n d en ts in each c a t e gory b ased on th e number o f new te a c h e r s em ployed in th e sc h o o l j w ith one e x c e p tio n . R espondents in s c h o o ls w ith l e s s th an 11 new te a c h e r s in clu d ed " in d iv id u a l m eetin gs w ith departm ent chairman" n ea r th e to p o f t h e i r l i s t . (S ee T ab le 2 5 .) Least Helnful Aspects of Orientation A sp ects o f o r ie n t a t io n th a t w ere m entioned w ith th e g r e a t e s t freq u en cy by th e o v e r - a l l resp o n d en ts as b e in g l e a s t h e lp f u l w ere (1 ) g e n e r a l in fo rm a tio n a t d i s t r i c t m e e tin g s," (2 ) " g en era l in fo rm a tio n b y a d m in istr a t io n and s t a f f * " and (3 ) " sch o o l or d i s t r i c t b r e a k fa sts* luncheons* o r s o c ia ls * " in th a t o r d e r . R espondents in ev e r y c a te g o r y o f s c h o o ls b ased on th e number o f new te a c h e r s em ployed con cu rred w ith r e s p e c t t o th e f i r s t and second a s p e c ts lis t e d * w ith one e x c e p tio n . R espondents in s c h o o ls em ploying 21-30 new te a c h e r s ranked " sch o o l o r d i s t r i c t b r e a k fa sts* luncheons* o r s o c ia ls " in second p o s it io n . The fo llo w in g d e v ia tio n s from th e o v e r - a l l p a tte r n appeared w ith r e s p e c t t o th e a s p e c t ranked in th ir d p la c e . R espondents in s c h o o ls w ith l e s s than 11 new T A B L E 25 ASPECTS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y AS BEIN G M O S T H ELPFUL, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F N E W T E A C H E R S IN T H E S C H O O L Key: J » Less than 11 new teachers K ■ Between 11 and 20 new teachers L ■ Between 21 M - 31 or more Aspects PvtmingJlwtaHW General information by adm inistra tio n and s ta ff Attendance and d isc ip lin e procedures School p o lic ie s and procedures Guidance and counseling procedures and 30 new teachers new teachers Categories o f Respondents, and Percentage Mentioning Aspects _J____________K ______________L____________ M _ _ -24 N-60 N-47 N-65 25 32 17 29 8 13 11 18 4 15 11 8 4 9 6 - Department Meetings General Information at department meetings 21 35 30 25 ueparxment neccmgs General information at department meetings Individual meetings with department chairman School Principal Meetings New teachers meeting with principal Individual new-teacher meetings with principal Discussion of building policies and philosophy by principal Dlatrlct Meetings General Information at district meetings General Experiences Assistance from teacher sponsor Tour of campus Teachers working in classrooms 21 35 30 25 13 7 4 5 13 12 13 9 8 2 2 4 2 4 2 4 8 2 5 4 12 6 3 4 5 9 6 10 2 3 196 197 te a c h e r s ranked 'V is it a t io n s to lo c a l in d u s tr ie s" in th is p o s itio n ; resp on d en ts in sc h o o ls w ith 11-20 new tea ch ers ranked " a s s is ta n c e f r om te a c h e r sponsor" in t h i s p o sitio n ; resp on d en ts in sc h o o ls w ith 21-30 new te a c h e r s ranked "gen eral in form ation by a d m in istr a tio n and s t a f f " in t h is p o s itio n ; and resp on d en ts in sc h o o ls em ploying over 30 new te a c h e r s ranked " gen eral in form ation a t departm ent m eetin gs" in t h is p o s it io n . See T able 26 fo r a ta b u la tio n o f th e d ata from w hich th e s e fin d in g s w ere d e r iv e d . Sunmarv When th e resp o n ses were exam ined from a stan d p oin t o f th e number o f new te a c h e r s in th e s c h o o ls where responds e n ts w ere em ployed* c e r ta in d e v ia tio n s from th e o v e r - a ll p a tte r n were found w ith r e s p e c t t o mean im portance r a tin g s o f th e v a r io u s o r ie n ta t io n to p ic s* re c o m e n d a tio n s w ith ; r e s p e c t t o where and when th e to p ic s sh ou ld be presented* th e recommended le n g th and d is t r ib u t io n o f tim e to be i 1 | d evoted to p r e -sc h o o l o r ie n ta tio n * and th e m ost h e lp fu l i i ! and l e a s t h e lp fu l a sp e c ts o f o r ie n t a t io n . F o llo w in g are : major exam ples. 1 . Respondents in sc h o o ls w ith l e s s than 11 new : te a c h e r s accorded h ig h er average mean r a tin g s o f im portance T A B L E 26 A SPEC TS O F O R IEN TA TIO N M E N T IO N E D M O S T F R E Q U E N T L Y AS BEING L E A ST H ELPFUL, T A B U L A T E D A C C O R D IN G T O T H E N U M B E R O F N E W T E A C H E R S IN T H E S C H O O L Key: J - Less than 11 new teachers K ■ Between 11 and 20 new teachers L - Between 21 and 30 new teachers M - 31 or more new teachers Categories o f Respondents, and PgrsqntMe.Mentfoniqg Apppc^. . Aspects J K L____________ M _ _ N-8 N-35 N-27 N-35 Building Meetings General information by administra tio n and s t a f f 25 17 11 14 Attendance and d isc ip lin e procedures - 6 4 9 Grading and te stin g procedures - 9 4 3 School p o lic ie s and procedures - .6 4 3 Department Meetings General information a t department meetings “ - 11 Department M eetings General information at department meetings School Principal Meetings New teachers meeting with principal « 4 District Meetings General information at district meetings General Assistance from teacher sponsor School or district breakfasts, luncheons, or socials Bus tour of city Guest speakers 11 38 49 37 43 11 19 19 10 a s 1S8 199 to th o se to p ic s p e r ta in in g to conm unity in fo rm a tio n , th e classroom assign m en t, and s t a t e , d i s t r i c t , and sc h o o l la w s, p o l i c i e s , and procedures; and low er average mean r a tin g s to to p ic s p e r ta in in g to te a ch in g m a te r ia ls and equipm ent, sc h o o l s p e c ia l s e r v ic e s , and g en er a l inform a t i o n . They accorded h ig h er in d iv id u a l mean r a tin g s to " lo c a tio n o f ch u rch es," " r e c r e a tio n f a c i l i t i e s , " "sch ool and d i s t r i c t o r g a n iz a tio n ," "the te a c h e r sp o n so r," " sch ool and d i s t r i c t h is t o r y and p h ilo so p h y ," and " fa c u lty s o c ia l a c t i v i t i e s , " and low er in d iv id u a l mean r a tin g s t o "use o f d u p lic a tin g equipm ent," "the sc h o o l s t a f f ," and " extra d u ty a ssig n m en ts." In t h e ir l i s t o f th e th r e e m ost im portant to p ic s under each h ead in g, th e y ranked " clim ate" e q u a lly impor ta n t a s " co st o f h ou sin g a v a ila b le " under conm unity in f o r m ation; and " a u d io -v isu a l a id s" over "use o f d u p lic a tin g equipment" under to p ic s p e r ta in in g to te a c h in g m a te r ia ls : and equipm ent. They a ls o ranked " teach er s ic k le a v e , j s a b b a t ic a l, and retirem en t" o v er " teach er prom otion, * ! ; te n u r e , and term in ation " under s t a t e , d i s t r i c t , and sch o o l 1 la w s, e t c .; and th ey ranked " sch ool and d i s t r i c t h is t o r y I and p hilosop hy" and "use o f stu d e n t, te a c h e r handbooks" 200 over "extra duty assignm ents" and "working hours" under to p ic s p ertain in g to general inform ation. They in d icated a preference th a t conmunity inform ation be made a v a ila b le a t school rath er than sen t through th e m a il, and th at * inform ation about s t a t e , d i s t r i c t , and sch ool law s, e t c . be presented a t d is t r i c t m eetings fo r new teach ers rather than a t sch o o l. A lower percentage o f th ese respondents recom mended two, fo u r, and f iv e or more days o f p re-sch ool o rien ta tio n ; and the low est d isp a r ity between th e recom mended number o f paid and unpaid days fo r p re-sch ool o r ie n ta tio n appeared in recommendations o f th ese respond e n ts . They recommended th a t a g reater percentage o f the second day o f o r ie n ta tio n should be spent in in d iv id u a l m eetings w ith th e p rin cip a l and s t a f f than in new teach ers work in the classroom . In th e ir l i s t o f most h e lp fu l asp ects o f o r ie n ta tio n , respondents in th is category a lso ranked "in d ivid u al m eetings w ith department chairman" a t th e top; and in th e ir l i s t o f le a s t h elp fu l a sp ects they ranked " v is ita tio n s to lo c a l in d u stries" in th ird p la c e . 201 2 . Respondents in sc h o o ls w ith 11*20 new te a c h e r s accorded low er average mean r a tin g s o f im portance t o th o se to p ic s p e r ta in in g to community in fo rm a tio n , sc h o o l s p e c ia l s e r v ic e s ; s t a t e , d i s t r i c t , and sc h o o l la w s, p o l i c i e s , and procedures; and g en era l in fo rm a tio n . They accorded low er in d iv id u a l mean r a tin g s o f im portance to "type o f h ou sin g a v a ila b le ," " lo c a tio n o f ch u rch es," " r e c r e a tio n f a c i l i t i e s , " " lo c a tio n o f sc h o o ls fo r c h ild r e n ," " q u a lity o f sc h o o ls fo r c h ild r e n ," " a v a ila b ilit y o f baby s i t t e r s , " " sta tu s o f te a c h e r s in th e conm unity," and " c a fe te r ia , c u s t o d ia l, c l e r i c a l p erso n n el and s e r v ic e s ." In t h e ir l i s t o f th e th r e e m ost im portant to p ic s under th e v a r io u s i h ea d in g s, th ey ranked "use o f sc h o o l lib r a r y " over " in - i s tr u c t io n a s s is ta n c e to te a ch ers" under to p ic s p e r ta in in g j to sc h o o l s p e c ia l s e r v ic e s . 1 A low er p ercen tage o f th e s e resp on d en ts recommend* j ed th r e e , fo u r , and more than f i v e days o f p r e -sc h o o l o r ie n t a t io n . They recommended th a t a h ig h e r p ercen tage o f th e f i r s t day o f o r ie n ta t io n be sp en t in departm ent m eetin gs than in g e n e r a l b u ild in g m eetin gs fo r new te a c h - ! e r s , and th a t a h igh er p ercen ta g e o f th e fo u r th and f i f t h j days be sp en t in in d iv id u a l m eetin gs w ith th e te a c h e r 202 sponsor than in departm ent m eetin g s. In th e ir l i s t o f le a s t h elp fu l a sp e c ts* respond en ts in th is category ranked " a ssista n ce from th e teacher sponsor" in th ird p la c e . 3 . Respondents in sch o o ls w ith 21-30 new teachers accorded higher average mean ra tin g s o f importance to th ose to p ic s p ertain in g to teach in g m aterials and equip ment and sch ool s p e c ia l s e r v ic e s , and lower average ra tin g s to to p ic s p ertain in g to th e classroom assignment* o r ie n ta tio n a ssista n c e from sch ool personnel* and general in fo r m ation. They accorded higher in d iv id u a l mean ra tin g s o f importance to " lo ca tio n o f churches" and "clim ate*" and lower in d iv id u a l mean ra tin g s to " lo c a l community lea d ers*" "the stu d en t body president*" "extra duty a ssig n ments*" and "the c r e d it union." In th e ir l i s t o f th e th ree most important to p ic s under each heading* they ranked "health and accid en t insurance*" "school and d i s t r ic t h isto r y and philosophy," j ! and "use o f student* teacher handbooks" over "extra duty assignm ents" or "working hours." 203 T hese resp on d en ts in d ic a te d a p referen ce th a t in form ation p e r ta in in g to s t a t e , d i s t r i c t , and sch o o l la w s, p o l i c i e s , and procedures be p resen ted a t in d iv id u a l m eetin gs w ith th e p r in c ip a l and s t a f f r a th e r than m erely a t sch ool* ‘ A h ig h er p ercen tage o f th e s e resp on d en ts recom mended tw o, th r e e , fo u r , f i v e , and more than f i v e days o f p r e -sc h o o l o r ie n t a t io n . The g r e a te s t d is p a r it y betw een th e recommended number o f p aid and unpaid days fo r p re sc h o o l o r ie n ta tio n appeared in recom m endations o f th e s e re sp o n d e n ts• They recommended th a t a h ig h e r p ercen ta g e o f th e i second day o f o r ie n ta t io n be sp en t in in d iv id u a l m eetin gs j w ith th e p r in c ip a l and s t a f f than in new te a c h e r s work in i i th e cla ssro o m . In t h e ir l i s t o f l e a s t h e lp fu l a sp e c ts o f i o r ie n t a t io n , resp on d en ts in t h i s ca te g o r y ranked "general I in form ation by a d m in istr a tio n and s t a f f " in th ir d p la c e . I 4 . Respondents in s c h o o ls w ith more than t h i r t y i new te a c h e r s accorded h ig h e r average mean r a tin g s o f j i I im portance t o th o se t o p ic s p e r ta in in g t o co o n u n ity in fo r m ation , th e classroom assig n m en t, sc h o o l s p e c ia l s e r v ic e s ; j I s t a t e , d i s t r i c t , and sc h o o l la w s, p o l i c i e s , and procedures; 204 o rien ta tio n a ssista n c e from school personnel; and general information; and a lower average mean ratin g o f importance to to p ics p ertain in g to teaching m aterials and equipment. They accorded higher in d ivid u al mean ra tin g s to " location o f sch ools for ch ild ren ," " q u ality o f sch ools fo r ch ild ren ," " a v a ila b ility o f baby s it t e r s ," "statu s o f teachers in the community," and "the student body p r e si dent." In th e ir l i s t o f the three most important to p ics under each heading, they ranked "status o f teachers in th e cosmunity" over a l l others under the heading o f com munity inform ation. They in d icated a preference th a t inform ation p ertain in g to o rien ta tio n a ssista n c e from school personnel be presented a t b u ild in g m eetings for a l l teachers rather than sim ply "at sch ool." A higher percentage o f th ese respondents recom mended two and more than fiv e days o f pre-school o rien ta tio n , and a lower percentage recommended th ree, fou r, and fiv e days. They recommended th at a greater portion o f the | f i r s t day o f o rien ta tio n be spent in department m eetings than general d is t r ic t meetings for new tea ch ers. In t h e ir l i s t o f l e a s t h e lp fu l a sp e c ts o f o r ie n t a t io n , resp on d en ts in t h i s ca te g o r y p la ced "general in form ation a t departm ent m eetin gs" in th ir d p la c e . C H A P T E R V III PERSONAL INTERVIEWS . For the purpose of lending depth to and broadening the scope of the study, personal interviews on the subject of this investigation were conducted with thirty-five newly employed high school teachers located in selected high schools in Southern California. The Interviews were conducted individually or in small groups. A list of six questions was developed to be used in the interviews, in the hope that these questions would lead to further infor mation through informal discussion with the new teachers. These questions were developed primarily from an initial tabulation of the questionnaire survey when it was noted that certain discrepancies appeared to exist, or that the bases of certain responses were not clear. The questions that were asked of the new teachers during the interviews 207 were: 1 . I d e n t if y th e m ost im portant p erson t o you d u rin g your n ew -tea ch er o r ie n t a t io n . 2 . Were you a ssig n e d a te a c h e r sp on sor and, i f s o , how h e lp fu l was t h i s in d iv id u a l? 3 . E v a lu a te and c r i t i c i z e th e o r ie n t a t io n im p ortan ce o f g e n e r a l d i s t r i c t m e e tin g s. 4 . E v a lu a te and c r i t i c i z e th e im portance o f g e n e r a l b u ild in g m eetin g s and b u ild in g departm ent m e e tin g s. 5 . E v a lu a te th e c o n tin u it y o f your t o t a l new - te a c h e r o r ie n t a t io n program . 6 . What do you th in k co u ld g e n e r a lly b e done to improve th e q u a lit y o f n ew -tea ch er o r ie n ta tio n ? The M o * * T n m r v rta n t Persons in New-Tcacher O r ie n ta tio n P r n g r m i Of th e t h i r t y - f i v e new te a c h e r s in te r v ie w e d , tw en ty s t a t e d th a t th e m ost h e lp f u l in d iv id u a l in t h e i r n ew -tea ch er o r ie n t a t io n was t h e i r departm ent chairm an. N ine o f th e in te r v ie w e e s s t a t e d th a t th e m ost h e lp f u l 208 person was either their principal or a member of the school administrative staff. Five of the interviewees stated that their most helpful individual was an experi enced teacher in the school, and four of these five stated that this individual was a member of their department. The remaining four teachers interviewed indicated that their most helpful person was a school counselor, an attendance advisor, or an individual member of the school district staff. In general, it was either stated or implied that, regardless of the identity of the individual giving them the most assistance, the single most important factor was the sympathetic understanding of this individual whose willingness to listen to their problems was apparent. The majority of the teachers who identified the department chairman as being the most helpful individual stated that they felt a close relationship to this indi vidual, and that it was therefore easy to confide in and > receive beneficial assistance from him. i j The Teacher Sponsor Twenty-two of the thirty-five new teachers inter viewed stated that they had been assigned a teacher 209 sponsor. The general reaction was that the teacher spon sor was helpful only when he was genuinely .interested in the new teacher and his problems. There were a number of comnents to the effect that the teacher sponsor who had been assigned was too busy to be of much assistance. In four instances the teacher sponsor was not a member of the new teacher’s department, nor did this person have the same conference period. In some cases, after the initial pre-school orientation period, the teacher sponsor either felt relieved of his responsibility or no longer seemed to be obligated to assist the new teacher. From informal discussions with the new teachers j who had been assigned a teacher sponsor, it was inferred that, in those cases where the teacher sponsor intended i or attempted to be of real service, this assistance was obviously appreciated by the new teachers. In those cases | ; t I whore the new teacher felt this duty imposed an unpleasant | i i obligation on the experienced teacher, then the new teacher did not feel the teacher sponsor was truly effec- i tive. One teach er interview ed sta te d th a t the teacher sponsor was introduced to him fo r th e f i r s t tim e a t th e f i r s t fa c u lty m eeting o f the year, and th a t fo r sev e ra l months the two did n ot see one another aga in . Another new teacher reported th a t h is teacher sponsor contacted him sh o r tly a fte r he had arrived in the area and did everything p o ssib le to a s s i s t him p rior to th e f i r s t day o f sc h o o l. I t was noted th at remarks and a ttitu d e s o f the new teach ers interview ed were somewhat c o n siste n t w ith th ose appearing on th e questionn aire under "most h elp fu l and le a s t h elp fu l exp erien ces," wherein th ir te e n respondents in d icated th a t a ssista n c e from th e ir teach er sponsor was i most h elp fu l and s i x in d icated th e rev erse to be tr u e . Importance o f the r e la t iv e ly la rg e number o f n eg a tiv e responses under th e s e c tio n o f th e q uestionn aire covering t h is to p ic , i t was deemed ad visab le to pursue th e m atter fu rth er w ith the t h ir t y - f iv e teach ers in terview ed . A ll but th ree o f the in terview ees sta te d th a t the gen eral d i s t r i c t m eetings conducted b efore th e beginning o f sch o o l, fo r both new and a l l tea ch ers, were in some way h e lp fu l and u su a lly broadening to th e ir o r ie n ta tio n 211 e x p e r ie n c e s . Three o f th e in te r v ie w e e s s t a t e d th a t th e d i s t r i c t m eetin g s w ere o f a b s o lu te ly no o r ie n t a t io n .a s s is ta n c e to them w h a tso ev e r. In p u rsu in g t h i s m atter w ith th e t h ir t y - t h r e e new te a c h e r s who had In d ic a te d a p o s it iv e r e sp o n s e , how ever, i t was n o ted th a t in th e m a jo r ity o f c a s e s th e new te a c h e r s f e l t th a t th e g e n e r a l d i s t r i c t m eetin g s were more in t e r e s t in g and e n te r ta in in g than th e y w ere o f d ir e c t a s s is t a n c e . E ig h t o f th e new te a c h e r s in d ic a te d a n e g a tiv e r e a c tio n t o o r ie n t a t io n m eetin g s fo r e it h e r new o r a l l te a c h e r s conducted d uring th e s c h o o l y e a r . I t seemed t o be th e con sen su s th a t more a s s is t a n c e would have been d e r iv e d by m eetin g s o f sm a lle r groups o f te a c h e r s in t h e ir own b u ild in g s . Im portance o f G eneral B u ild in g M eetin gs and Department M eetin gs T h ir ty o f th e t h i r t y - f i v e new te a c h e r s in te r v ie w e d s t a t e d th a t th e y had b een g iv e n d e f i n i t e a s s is t a n c e d u rin g | b u ild in g m eetin g s h e ld p r io r t o th e b e g in n in g o f th e ' s c h o o l y e a r . The rem ain in g f i v e o f th e in te r v ie w e e s m ain ta in e d th a t b u ild in g m eetin g s ten d ed t o b e to o lo n g , to o g e n e r a l, and p o o r ly o r g a n iz e d . T hese te a c h e r s f e l t th a t 212 the information given at these meetings could have been transmitted better in department meetings, in small groups of new teachers with members of the administrative staff,, or in individual meetings. All of the new teachers inter* viewed indicated a preference for either small group meet ings or individual meetings. Thirty-three of the new teachers interviewed stated they had received direct and beneficial assistance in department meetings. Twenty-seven of these thirty- three indicated that these meetings were of particular assistance in matters pertaining to their area of Instruc tion. The remaining six considered department meetings generally helpful in all areas. Two of the interviewees felt that department meet ings could have been of assistance to them if their department chairman had been more interested. Twelve stated that they had received additional assistance from other experienced members of their own department. Continuity of Total Hew-Teacher Orientation Programs Twenty-four of the thirty-five new teachers interviewed indicated an awareness of a continuity to their program of new-teacher orientation, extending from their first pre-school orientation meeting through at least a part of their first school year. Eleven of these twenty-four new teachers stated that meetings of new teachers had been held in their schools for at least a part of the first semester of their first school year. Eleven of the thirty-five interviewees said they were not aware of an organized program of orientation assistance subsequent to the pre-school orientation meet ings. Recommendations for Tappyamm t of Hew-Teacher Orientation All thirty-five of the new teachers interviewed indicated general satisfaction with their individual pro grams of new-teacher orientation. A number of sugges tions for improvement were offered, however. The most common suggestion, made by twenty-one of the thirty-five new teachers, was that additional time be provided before the beginning of school to work in classrooms. Nine of the new teachers suggested that more time be spent either with the department chairman, an inter ested teacher sponsor, or an Individual member of the 214 sch ool ad m in istrative s t a f f . S ix o f th e new teach ers in d icated th a t they would have appreciated a ssista n c e in fin d in g adequate housing a t a p rice they could afford to pay. Fourteen o f th e in terview ees sta te d th a t, although th ey did not fin d th e i n i t i a l p re-sch ool o r ie n ta tio n gen e r a l b u ild in g m eetings to be o f great in t e r e s t , they f e l t th a t th e inform ation received a t th ese m eetings was n ece s sary and should fo r th is reason be continued. Four o f th e new teach ers sta te d th a t they appre c ia te d r e c e iv in g m ailed inform ation about th e ir new assignm ent sh o r tly a fte r th ey had moved in to th e area. Seven appreciated r e c e iv in g prin ted m a teria ls regarding variou s ro u tin e m atters o f sch ool organ ization and proce dures p rior to th e tim e o f the m eetings regarding th ese m a tters• In d ivid u al su ggestion s included r e le a s e tim e to work w ith th e department chairman, an in creased number o f p re-sch ool o r ie n ta tio n days, a stron ger e f fo r t on th e part o f th e a d m in istrative s t a f f to acquaint new teach ers w ith experienced teach ers in departments oth er than th e ir own, and s o c ia l a c t iv i t ie s planned in such a way as to allow new te a c h e r s to b e n e f it from them 215 Snnmarv 1 . The m a jo r ity o f th e resp on d en ts in terv iew ed s ta te d th a t th e m ost Im portant person in n ew -teach er o r ie n ta tio n was th e departm ent chairm an. 2 . The m a jo r ity o f th e resp on d en ts In terview ed s ta te d th a t th ey had been a ssig n e d a te a c h e r sp o n so r, and t h a t , when t h is in d iv id u a l was g e n u in e ly in te r e s te d in t h e ir problems and wanted to be o f a s s is t a n c e , he cou ld be v e r y h e lp f u l. 3 . The m a jo r ity o f th e resp on d en ts in terv iew ed in d ic a te d t h a t , w h ile g en era l d i s t r i c t m eetin gs were in t e r e s t in g and e n te r ta in in g , th e y were n o t o f d ir e c t a s s is t a n c e . 4 . The m a jo r ity o f th e resp on d en ts in terv iew ed s ta te d th a t th ey had been g iv en d e f in it e a s s is t a n c e d uring b u ild in g and departm ent m eetin gs h e ld p r io r to th e b e g in n in g o f s c h o o l. 5 . The m a jo r ity o f th e resp on d en ts in terv iew ed in d ic a te d an aw areness o f a c o n tin u ity o f t h e ir o r ie n ta t io n program s. 216 6 . The most common su ggestion fo r improvement o f new -teacher o r ie n ta tio n was th a t a d d itio n a l tim e be pro vided before the beginning o f sch ool to work in classroom s. C H A P T E R IX SU M M A R Y * CONCLUSIONS* A N D R EC O M M EN D A TIO N S The o r ie n ta tio n o f new ly employed te a c h e r s may be d escr ib ed as a p ro cess th a t has as i t s aim th e optimum adjustm ent o f th o se te a c h e r s to t h e i r new p o s it io n s . I t i s reco g n ized th a t t h i s p ro cess r e q u ir e s th e a tte n t io n o f ev ery person whose fu n c tio n c o n tr ib u te s t o th e i n i t i a l as w e ll as th e u ltim a te su c c e ss o f th e te a c h e r in th e c l a s s room. The lit e r a t u r e on th e s u b je c t r e v e a ls th a t c o n sid e r a b le r e se a r c h has been conducted t o d eterm ine e f f e c t iv e o r ie n ta tio n p r a c tic e s and p rocedures g e n e r a lly d esign ed t o accommodate th e g en er a l and s p e c i f i c n eed s o f new te a c h e r s as w e ll as t h e ir p erso n a l and p r o fe s s io n a l problem s. L ess ' a tte n tio n * however* has been g iv e n to th e s ig n if ic a n c e o f th e backgrounds o f tr a in in g and e x p er ie n c e o f new te a c h e r s in d eterm in in g th e s e o r ie n ta tio n p r a c t ic e s . 217 218 I t was th e purpose o f t h is in v e s tig a tio n to evalu a te teacher o r ie n ta tio n programs a t th e high sch ool le v e l and to determine what improvements are p o ssib le in such programs. To th is end, data were gathered to provide answers to th e fo llo w in g q u estio n s. 1 . What o r ie n ta tio n to p ic s and procedures are being u t iliz e d in high sch ools in Southern C alifornia? 2 . What o r ie n ta tio n to p ic s and procedures are recommended in the p ro fe ssio n a l lite r a tu r e ? 3 . What o r ie n ta tio n to p ic s and procedures are recommended by sch ool personnel who have p a rticip a ted in o r ie n ta tio n programs fo r newly employed teachers? 4 . What are th e o v e r -a ll a ttitu d e s and opinions o f newly employed high sch ool teach ers regarding new -teacher o r ie n ta tio n to p ic s and procedures? 5 . Do the a ttitu d e s and op inion s o f newly employed high sch ool teach ers regarding new- teach er o r ie n ta tio n to p ic s and procedures vary according to th e lo c a le in which th ey receiv ed 219 t h e ir p r o fe s s io n a l tr a in in g and ex p erien ce* th e amount o f tr a in in g th e y have acq u ired in th e f i e l d o f ed u cation * o r th e number o f new te a c h e r s in th e s c h o o l where th e y a re employed? To p ro v id e answ ers t o th e s e q u e stio n s* a q u e stio n n a ir e su rv ey o f n ew ly em ployed h ig h s c h o o l te a c h e r s in a s e le c t e d group o f Southern C a lifo r n ia h ig h sc h o o ls was con d u cted . T h is in v e s t ig a t io n was supplem ented by a num b er o f p erso n a l In te r v ie w s w ith h ig h s c h o o l te a c h e r s lo c a te d in th e same g e n e r a l a r e a . The q u e stio n n a ir e in stru m en t was composed o f th r e e p a r t s . The f i r s t p a rt was d evelo p ed t o I d e n t if y v a r io u s c h a r a c t e r is t ic s o f p r o fe s s io n a l t r a in in g and e x p e r ie n c e o f th e r e sp o n d e n ts. The secon d p a r t c o n s is te d o f f i f t y - e i g h t o r ie n t a t io n to p ic s * o p p o s ite w h ich th e resp o n d en ts were r e q u este d t o in d ic a t e t h e ir e v a lu a tio n s o f th e im portance o f each* and t h e ir recom m endations w ith r e s p e c t to th e b e s t p la c e s and tim es f o r p r e s e n tin g in fo rm a tio n p e r t a in - i in g t o th e r e s p e c t iv e t o p i c s . The th ir d p a r t o f th e q u e s- tio n n a ir e r e q u este d th e resp o n d en ts t o in d ic a t e t h e ir recom m endations co n cern in g (1 ) th e number o f days th a t sh o u ld be d ev o ted t o p r e -sc h o o l n ew -tea ch er o r ie n ta tio n * 220 both paid and unpaid, and (2) th e percentage o f tim e th a t should be devoted to various phases o f the o r ie n ta tio n during each o f th e days so in d ica ted . Respondents were a lso requested to l i s t two o f th e ir most h elp fu l and le a s t h elp fu l o r ie n ta tio n exp erien ces. To lend depth to th is stu d y, personal in terview s were conducted w ith t h ir t y - f iv e newly employed high sch ool teachers in sch ools lo ca ted in th e Los Angeles County area o f Southern C a lifo r n ia . A l i s t o f s i x q u estion s was com posed from an i n i t i a l ta b u la tio n o f th e q u estion n aire survey wherein c e r ta in areas were n ot s u f f ic ie n t ly d ev el oped or were q uestionab ly answered by the respondents. These q uestions c o n stitu te d th e b a sis o f th e in terv iew s. On Hay 11, 1962, 401 q u estion n aires were m ailed d ir e c t ly to th e p r in c ip a l's o f f ic e o f th e se le c te d high sch o o ls fo r d istr ib u tio n to th e new teach ers in those sc h o o ls. By June 11, 1962, 297 q u estion n aires had been retu rn ed . Of th is number, 283 were considered u sa b le, rep resen tin g 71 per cent o f th e t o t a l sam ple. The q u estion n aires were tab u lated in th e fo llo w in g ways: (1) according to th e o v e r -a ll resp on ses, (2) accord ing to the lo c a le in which respondents had receiv ed th e ir 221 p r o fe s s io n a l tr a in in g and e x p e r ie n c e , (3) accord in g to th e number o f u n its resp on d en ts had acq u ired in th e f i e l d o f e d u c a tio n , and (4 ) accord in g t o th e number o f new te a c h e r s employed in th e s e le c t e d s c h o o ls . Major F in d in gs In p r e se n tin g th e major fin d in g s d eriv ed from th e resp o n ses to each f a c e t o f th e q u e stio n n a ir e , two s te p s a re fo llo w ed : (1 ) th e o v e r - a ll p a tte r n o f re sp o n ses i s p r e se n te d , and (2) m eaningful d e v ia tio n s from th a t p a tter n are s e t fo r th as th e y appeared in an exam ination o f th e resp o n ses from a sta n d p o in t o f th e lo c a le in w hich resp on d en ts r e c e iv e d t h e ir p r o fe s s io n a l tr a in in g and ex p e- r ie n c e , th e number o f u n its in ed u ca tio n th ey had acq u ired , and th e number o f new te a c h e r s th e r e were in th e sc h o o ls in w hich th ey were em ployed. Tmnnrtnnce of Orientation Tonics Average mean r a tin g s accorded groups o f t o n i c s . — 1 . Average mean im portance r a tin g s accorded th e d if f e r e n t groups o f o r ie n ta tio n to p ic s by th e o v e r - a ll r esp o n d en ts, in rank o r d e r , were as fo llo w s : 222 Classroom assignm ent (78 per cent) Teaching m aterials and equipment (76 per cent) State* d is tr ic t* and sch ool laws* p o li cies* and procedures (73 per cent) School s p e c ia l se r v ic e s (71 per cent) General inform ation (67 per cent) O rien tation a ssista n c e f rom sch ool per sonnel (62 per cen t) Comnunity inform ation (56 per cen t) The fo llo w in g d ev ia tio n s from th e o v e r -a ll pattern above were noted in the responses when they were examined by ca teg o ries: 2 . Respondents w ith C aliforn ia tr a in in g and expe rie n c e accorded higher average mean r a tin g s o f importance to th ose groups o f to p ic s p ertain in g to teach in g m aterials and equipment and sch ool s p e c ia l s e r v ic e s . 3 . Respondents w ith C aliforn ia tr a in in g and no experience accorded a higher average mean r a tin g o f impor tance to th a t group o f to p ic s d ea lin g w ith sta te* d is tr ic t* and sch ool laws* p o lic ie s* and procedures. 4 . Respondents w ith o u t-o f-s ta te tr a in in g and experience accorded higiher average mean ra tin g s o f 223 im portance to a l l groups o f t o p ic s . 5 . Respondents w ith o u t - o f - s t a t e tr a in in g and no ex p er ie n c e accorded h ig h er average mean r a tin g s o f impor ta n ce to th o se groups o f to p ic s p e r ta in in g t o th e c l a s s room assignm ent; s t a t e , d i s t r i c t , and sc h o o l la w s, p o l i c i e s , and procedures; o r ie n ta t io n a s s is ta n c e from th e sc h o o l s t a f f ; and g en era l in fo rm a tio n . 6 . Respondents w ith o u t - o f - s t a t e tr a in in g and C a lifo r n ia ex p er ie n c e accorded h ig h er average mean r a tin g s o f im portance t o th o se groups o f to p ic s p e r ta in in g to com m unity in form ation and o r ie n ta t io n a s s is t a n c e from th e sc h o o l p e r so n n e l. 7 . Respondents who had acq u ired l e s s than 20 u n its in ed u ca tio n accorded h ig h e r average mean r a tin g s o f im portance to th o se groups o f to p ic s p e r ta in in g to commun i t y in fo rm a tio n , classroom assig n m en t, sc h o o l s p e c ia l s e r v ic e s , and o r ie n ta tio n a s s is t a n c e from sc h o o l p e r so n n e l. 8 . R espondents who had acq u ired betw een 20 and 30 u n its in ed u ca tio n accorded a h ig h er average mean r a tin g o f Im portance to th a t group o f to p ic s p e r ta in in g t o th e classroom assign m en t. 224 9 . Respondents who had acquired fo r ty or more u n its in education accorded higher average mean ra tin g s o f importance to th ose groups o f to p ic s p ertain in g to community inform ation, sch ool s p e c ia l se r v ic e s; s t a t e , d i s t r i c t , and sch ool law s, procedures, and p o lic ie s ; o r ie n ta tio n a ssista n c e from sch ool person n el, and general inform ation. 10. Respondents in sch ools w ith le s s than 11 new teach ers accorded higher average mean ra tin g s o f impor tance to th ose groups o f to p ic s p ertain in g to community inform ation, th e classroom assignm ent, and s t a t e , d is t r i c t , and sch ool law s, p o lic ie s , and procedures. 11. Respondents in sch ools w ith 11-20 new teach ers did n ot accord higher average mean ra tin g s o f importance to any o f th e groups o f o r ie n ta tio n to p ic s . 12. Respondents in sch ools w ith 21-30 new teach ers accorded higher average mean ra tin g s o f importance to th ose groups o f to p ic s p ertain in g to teach in g m a teria ls i and equipment and sch ool s p e c ia l s e r v ic e s . « 13. Respondents in sch ools w ith more than 30 new teach ers accorded higher- average mean ra tin g s o f impor tance to th ose groups o f to p ic s p ertain in g to community 225 in fo rm a tio n , th e cla ssro o m a ssig n m en t, s c h o o l s p e c ia l s e r v ic e s ; s t a t e , d i s t r i c t , and s c h o o l la w s, p o l i c i e s , and procedu res; o r ie n t a t io n a s s is t a n c e from s c h o o l p erso n n el; and g e n e r a l in fo r m a tio n . R a tin es o f in d iv id u a l t o n i c s . — 1 4 . The o v e r - a ll resp o n d en ts accord ed mean impor ta n ce r a t in g s o f 80 per c e n t o r more to th e fo llo w in g in d iv id u a l t o p ic s : " O r ie n ta tio n a s s is t a n c e from th e sc h o o l p r in c ip a l" (90 per c e n t) " I n s tr u c tio n a l p la n n in g fo r th e year" (90 per c e n t) " O rien ta tio n a s s is t a n c e from th e d e p a r t ment chairman" (89 per c e n t) "P lanning f o r th e f i r s t day o f sch o o l" (88 p er c e n t) " D is c ip lin e and atten d a n ce" (8 8 p er c e n t) "C lassroom gu id an ce and d i s c i p l i n e (87 p er c e n t) "Classroom grad in g and r e p o r tin g " (85 p er c e n t) "Guidance and c o u n se lin g program" (8 4 per c e n t) " O rien ta tio n a s s is t a n c e from th e sc h o o l s t a f f " (8 4 p er c e n t) 2 2 6 "Teacher su p ervision and evaluation" (63 per cent) "Salary placement and advancement" (83 per cent) "Textbooks" (82 per cent) "Teacher r e s p o n s ib ility and lia b ilit y " (82 per cen t) " In stru ctio n a l su p p lies and equipment" (81 per cent) "Teacher promotion* tenure* and term ina tion" (81 per cent) Responses in a l l ca teg o ries conformed g en era lly w ith the o v e r -a ll pattern above* w ith th e fo llo w in g excep tion s: 15. Respondents w ith o u t-o f-s ta te tr a in in g and experience accorded mean ra tin g s o f 80 per cent or more to th e fo llo w in g to p ic s n ot appearing in th e l i s t o f those re ceiv in g such ra tin g by the o v e r -a ll respondents: "Q uality o f sch ools fo r children" (83 per cent) "Course o u tlin e s and overviews" (81 per cen t) "Teacher s ic k leave* sab b atical* and r e tirem ent" (83 per cen t) "Central o f f ic e personnel" (81 per cent) 16. Respondents w ith o u t-o f-s ta te tr a in in g and no experience accorded mean r a tin g s o f 80 per cent or more to th e fo llo w in g t o p ic s n o t ap p earin g in th e l i s t o f th o se r e c e iv in g su ch r a t in g by th e o v e r - a ll resp o n d en ts: "Course o u t lin e s and overview s" (85 per c e n t) "Teacher s i c k le a v e * sa b b a tic a l* and r e tirem en t" (81 per c e n t) "Extra d u ty assign m en ts" (81 per c e n t) "Working hours" (89 per c e n t) T hese resp o n d en ts a ls o accord ed n o t ic e a b ly h ig h e r mean r a t in g s th an th o se accorded by th e o v e r - a ll resp o n d en ts to th e fo llo w in g o th e r in d iv id u a l t o p ic s : " A v a ila b ilit y o f baby s i t t e r s " " S ta tu s o f te a c h e r s in th e community" "Employment o p p o r tu n itie s fo r o th e r mem b ers o f th e fa m ily " " P r o fe s sio n a l o r g a n iz a tio n s" " S alary placem ent and advancem ent." 1 7 . R espondents w ith o u t - o f - s t a t e tr a in in g and C a lifo r n ia e x p e r ie n c e accord ed mean r a t in g s o f 80 per c e n t or more t o th e fo llo w in g t o p ic s n o t ap p earin g in th e l i s t o f th o s e r e c e iv in g su ch r a t in g by th e o v e r - a l l resp o n d en ts "Cost o f h o u sin g a v a ila b le " (8 8 per c e n t) "Type o f h o u sin g a v a ila b le " (81 p er c e n t) 228 Cost o f liv in g in th e area" (84 per cent) These respondents a ls o accorded n o tic e a b ly higher mean r a tin g s than th ose accorded by th e o v e r -a ll respondents to th e fo llo w in g oth er in d iv id u a l to p ics: "Climate" " A v a ila b ility o f baby s itte r s " "Status o f teachers in th e community" "Employment o p p ortu n ities for other members o f the fam ily" "Homework assignm ents" "The d i s t r i c t superintendent" "Local community leaders" "The stu d en t body president" "The c r e d it union" "Faculty s o c ia l a c t iv it ie s " 18. Respondents who had acquired le s s than 20 u n its in education accorded a mean ra tin g o f 80 per cent or more to the fo llo w in g to p ic not appearing in th e l i s t o f th ose r e c e iv in g such ra tin g by th e o v e r -a ll respondents: "Cost o f liv in g in th e area" (82 per cent) These respondents a ls o accorded n o tic e a b ly higher mean ra tin g s than th ose accorded by the o v e r -a ll respondents to 229 th e fo llo w in g o th er in d iv id u a l to p ic s : "L ocation o f sc h o o ls fo r ch ild ren " " Q u ality o f sc h o o ls fo r ch ild ren " "S tatu s o f te a c h e r s in th e community" "Homework assignm ents" "Local community lea d ers" "The stu d en t body p resid en t" 1 9 . Respondents who had acq u ired betw een 20 and 39 u n its in ed u ca tio n accorded a mean r a tin g o f 80 per c e n t or more to th e fo llo w in g t o p ic n o t appearing in th e l i s t o f th o se r e c e iv in g su ch r a tin g by th e o v e r - a ll resp on d en ts: "Course o u t lin e s and overview s" 2 0 . W hile resp on d en ts who had acq u ired f o r t y or more u n its in ed u ca tio n conformed w ith th e o v e r - a ll p a t te r n o f resp o n ses w ith r e s p e c t to in d iv id u a l to p ic s r e c e iv in g mean r a tin g s o f 80 per c e n t or more* i t was n oted th a t th ey accorded n o tic e a b ly h ig h e r mean r a tin g s than th o se accorded by th e o v e r - a ll resp on d en ts to th e fo llo w in g o th er in d iv id u a l to p ic s : "Climate" 230 "Location o f sch ools fo r children" " A v a ila b ility o f baby s itte r s " 21. Respondents in sch ools w ith le s s than 11 new teach ers accorded a mean ra tin g o f 80 per cent or more to th e fo llo w in g to p ic n ot appearing in th e l i s t o f th ose r e c e iv in g such ra tin g by the o v e r -a ll respondents: "School and d is t r i c t h isto r y and philosophy" (83 per cent) These respondents a lso accorded n o ticea b ly higher mean ra tin g s than th ose accorded by th e o v e r -a ll respondents to th e follo w in g other in d iv id u a l to p ics: "Location o f churches" "Recreation f a c i l i t i e s " "School and d is t r i c t organization" "The teach er sponsor" "School and d is t r i c t h isto r y and philosophy" "Faculty s o c ia l a c t iv it ie s " 22. Respondents in sch ools w ith 21-30 new teach ers accorded n o tic e a b ly higher mean ra tin g s than th ose accorded by th e o v e r -a ll respondents to the follo w in g to p ic s other than th ose r e c e iv in g a mean ra tin g o f 80 per cent or more: 231 "L ocation o f churches" "Clim ate" 2 3 . R espondents in s c h o o ls w ith more than 30 new te a c h e r s accorded a mean r a t in g o f 80 p er c e n t o r more t o th e fo llo w in g t o p ic n o t ap p earin g in th e l i s t o f th o se r e c e iv in g su ch r a t in g by th e o v e r - a l l resp o n d en ts: " S ta tu s o f te a c h e r s in th e community" (81 per c e n t) T hese resp o n d en ts a ls o accorded n o t ic e a b ly h ig h e r mean r a t in g s th an th o se accord ed by th e o v e r - a ll resp o n d en ts t o th e fo llo w in g o th e r in d iv id u a l t o p ic s : "L ocation o f s c h o o ls fo r c h ild r en " " Q u a lity o f s c h o o ls fo r c h ild r en " " A v a ila b ilit y o f baby s i t t e r s " " S ta tu s o f te a c h e r s in th e connunity" "The stu d e n t body p r e sid e n t" Where O r ie n ta tio n T o n ics Should Be P resen ted 2 4 . Of th e o v e r - a ll r e sp o n d e n ts, s l i g h t l y more than h a lf (5 4 p er c e n t) recomnended th a t in fo rm a tio n about th e group o f t o p ic s d e a lin g w ith th e co n n u n ity be s e n t through th e m a il. A r e l a t i v e l y eq u a l p ercen ta g e (21 p er 232 cen t and 20 per ce n t, r e s p e c tiv e ly ) recommended th a t Inform ation about the classroom assignm ent be made a v a il ab le a t sch ool and department m eetin gs. The h ig h est percentage o f a l l respondents recom mended th a t inform ation p ertain in g t o . a l l other to p ic s be presented a t sc h o o l. Since th ere was an overlapping o f meaning in th e case o f the response "at school" and the responses "at b u ild in g m eetings," "at department m eetin gs," "at in d iv id u a l m eetings," e t c . , i t was deemed ad visab le th a t, fo r more meaningful fin d in g s, the responses in d i cated by th e n ext h ig h est percentage o f respondents should be rep orted . While i t was recommended by the second h ig h est percentage o f respondents th a t Inform ation about teaching m aterials and equipment be presented a t department meet in g s, the second h ig h e st percentage o f respondents recom mended th a t inform ation about sch ool sp e c ia l se r v ic e s be presented a t b u ild in g m eetings fo r new teachers; th a t inform ation about s t a t e , d i s t r i c t , and school law s, p o li c i e s , and procedures be presented a t in d iv id u a l m eetings w ith p rin cip a l or s t a f f ; and th a t inform ation about o r ie n ta tio n a ssista n c e from sch ool personnel and general 233 in fo rm a tio n be p resen ted a t b u ild in g m eetin g s f o r a l l te a c h e r s . In no in sta n c e d id th e second h ig h e s t p e r c e n t age o f th e o v e r - a ll resp o n d en ts recommend th a t o r ie n ta t io n in fo rm a tio n o f any k ind be p r e se n te d a t d i s t r i c t m eetin gs o r a t in d iv id u a l m eetin g s w ith th e te a c h e r sp o n so r . 2 5 . The h ig h e s t p ercen ta g e o f resp o n d en ts in b oth c a t e g o r ie s o f C a lifo r n ia tr a in in g (b o th ex p er ie n c ed and n o t e x p e r ie n c e d ), and resp o n d en ts in s c h o o ls w ith l e s s th an 11 new te a c h e r s recommended th a t in fo rm a tio n about th e community be made a v a ila b le a t s c h o o l r a th e r th an s e n t through th e m a il. 2 6 . R espondents in m ost c a te g o r ie s g e n e r a lly con formed w ith th e o v e r - a ll p a tte r n o f r e sp o n se s reg a rd in g where in fo rm a tio n about a l l o th e r t o p ic s sh o u ld be p r e s e n te d . A lthough some d e v ia tio n s ap p eared , in m ost c a s e s th e d if f e r e n c e s in p erc en ta g es w ere n o t co n sid e r e d s u f f i c i e n t l y g r e a t to c o n s t it u t e a m ajor fin d in g o r to j u s t i f y ■ i s e r io u s a t t e n t io n . I t was in t e r e s t in g t o n o t e , how ever, t h a t , o f th o se te a c h e r s who w ere in s c h o o ls w ith l e s s th an j i 11 new te a c h e r s , th e second h ig h e s t p ercen ta g e recommended | i th a t in fo rm a tio n p e r ta in in g to s c h o o l s p e c ia l s e r v ic e s ; s t a t e , d i s t r i c t , and s c h o o l la w s, p o l i c i e s , and 234 procedures, and o r ie n ta tio n a ssista n c e from sch ool person n e l be presented a t d is t r ic t m eetings fo r new teach ers rather than a t b u ild in g m eetings fo r new tea ch ers. The second h ig h est percentage o f th ese respondents a ls o recom mended th a t general inform ation be sen t through th e m ail rather than presented a t b u ild in g m eetings fo r a l l teach ers . When O rien tation Topics Should Be Presented 27. The h ig h est percentage o f the o v e r -a ll respondents recommended th a t inform ation about th e commun it y be presented b efore the con tract i s sig n ed , and th a t inform ation p ertain in g to a l l oth er to p ic s be presented b efore sch ool b eg in s. 28. No d ev ia tio n s from th e o v e r -a ll p attern o f responses appeared in any o f th e ca te g o r ie s o f respondents w ith re sp e ct to recommended tim es fo r p resentin g informa tio n p ertain in g to o r ie n ta tio n to p ic s . Length o f Pre-School O rientation and D istrib u tio n o f Time 29. A ll respondents recomnended one day o f pre sch ool o r ie n ta tio n . Two days were recomaended by 95 per cen t o f th e o v e r -a ll respondents, th ree days by 54 per 235 c e n t , fo u r days by 23 p er c e n t , f i v e days by 16 per c e n t , and more than 5 days b y 2 per c e n t . 3 0 . No n o t ic e a b le d e v ia tio n s from th e o v e r - a l l p a tte r n o f r e sp o n se s appeared in any o f th e c a t e g o r ie s o f resp o n d en ts w ith r e s p e c t to th e p erc en ta g es recommending th e v a r io u s numbers o f days t o be sp en t in p r e -sc h o o l o r ie n t a t io n • 3 1 . The o v e r - a ll resp o n d en ts recommended an a v e r age o f 2 .9 days o f p a id and 2 .2 days o f unpaid p r e -sc h o o l o r ie n t a t io n — a d iff e r e n c e o f .7 d a y s. 3 2 . R espondents in s c h o o ls w ith 21-30 new te a c h e r s recommended th e h ig h e s t number o f p a id days o f p re sc h o o l o r ie n ta tio n : 3 .7 d a y s. The g r e a t e s t d is p a r it y b e tw een th e number o f p aid and unpaid days o f p r e -sc h o o l o r ie n t a t io n ( 1 .1 d ays) a ls o appeared in th e recommenda t io n s o f resp o n d en ts in t h i s c a te g o r y . 3 3 . R espondents in s c h o o ls w ith l e s s than 11 and 31 o r more new te a c h e r s recommended th e lo w e s t number o f unpaid days o f p r e -sc h o o l o r ie n ta t io n : 1 .9 d a y s. The lo w e s t d is p a r it y betw een th e number o f p a id and unpaid days o f p r e -sc h o o l o r ie n t a t io n ( .1 d ays) appeared in th e recom m endations o f resp o n d en ts in s c h o o ls w ith l e s s than 236 11 new te a c h e rs. 3 4 . The o v e r -a ll respondents recommended th a t the h ig h est percentage o f the f i r s t day be spent in general d is t r i c t m eetings fo r new tea ch ers, general b u ild in g meet in gs fo r new tea ch ers, and department m eetings; th a t th e h ig h e st percentage o f the second day be spent in depart ment m eetings and new teachers working in the classroom ; and th a t th e h ig h est percentage o f a l l succeeding days be spent in new teach ers working in th e classroom . 3 5 . Respondents w ith le s s than 20 u n its in edu ca tio n recommended th a t a higher percentage o f the second day be spent in general b u ild in g m eetings fo r a l l teachers than in new teach ers working in the classroom , and th at th e h ig h est percentages o f the th ird and fou rth days be spent in department m eetin gs. 3 6 . Respondents in sch ools w ith le s s than 11 new teach ers recomnended th a t a higher percentage o f th e s e c ond day be spent in department m eetings, In divid ual meet ings w ith teach er sponsor, and general b u ild in g m eetings fo r new teach ers than in new teach ers working in the classroom . 237 37 - Respondents in sc h o o ls w ith 21-30 new te a c h e r s recomnended th a t th e h ig h e s t p ercen tage o f th e th ir d day be sp en t in departm ent m e e tin g s. Most Helpful Aspects of Orientation 3 8 . Most h e lp fu l a sp e c ts o f o r ie n t a t io n , accord in g t o th e o v e r - a ll r e sp o n se s, were " gen eral in form ation a t departm ent m eetin g s," " gen eral in form ation by ad m in is t r a t io n and s t a f f ," "atten d ance and d is c ip lin e p roced u res," "new te a c h e r s m eeting w ith th e p r in c ip a l," and " sch ool p o l ic ie s and p roced u res," in th a t o rd er . 3 9 . No d e v ia tio n s from th e o v e r - a ll p a tte r n a p -. peared when th e resp o n ses w ere examined from a sta n d p o in t o f th e lo c a le in w hich resp on d en ts r e c e iv e d t h e ir p r o fe s s io n a l tr a in in g and e x p e r ie n c e , th e u n its in ed u ca tio n th ey had a cq u ired , and th e number o f new te a c h e r s th e r e were in th e sc h o o ls in w hich th e y were em ployed. t L east H elp fu l A sp ects o f O rie n ta tio n j 40* L east h e lp fu l a s p e c ts o f o r ie n t a t io n , a c c o r d -| in;-, t o th e o v e r - a ll r e sp o n se s, were "gen eral in form ation ! a t d i s t r i c t m e etin g s," " gen eral In form ation by a d m in lstr a - | I t io n and s t a f f ," and " sch ool and d i s t r i c t b r e a k fa s ts . 238 luncheons, or s o c i a l s ,1 1 in th a t order. 41. No d ev ia tio n s from t h is o v e r -a ll pattern appeared when the responses were examined from a stand p oin t o f p r o fe ssio n a l tr a in in g and experience o f respond e n ts , u n its in education acquired, and number o f new teach ers in th e sch o o l. Personal Interviews 42. The m ajority o f th e respondents interview ed p erso n a lly sta te d th a t th e most important person in new- teach er o r ie n ta tio n was th e department chairman. 4 3. The m ajority o f th e respondents interview ed sta te d th at they had been assign ed a teacher sponsor, and th a t, when th is in d iv id u a l was genuinely in te r e ste d in th e ir problems and wanted to be o f a s s is ta n c e , he could be very h e lp fu l. 44. The m ajority o f th e respondents interview ed p erson ally in d icated th a t, w h ile general d i s t r ic t m eetings were in te r e stin g and e n te r ta in in g , th ey were not o f d ir e c t a s s is ta n c e . 4 5 . The m ajority o f th e respondents interview ed sta te d th a t they had been given d e f in it e a ssista n c e during b u ild in g and department m eetings held p rior to the 239 b egin n in g o f s c h o o l. 4 6 . The m a jo rity o f th e resp on d en ts in terv iew ed in d ic a te d an aw areness o f a c o n tin u ity o f t h e ir o r ie n ta t io n program s. 4 7 . The m ost c om m on su g g e stio n made by th e resp on d en ts who were in terv iew ed p e r s o n a lly fo r im prove ment o f n ew -teach er o r ie n ta tio n was th a t a d d itio n a l tim e be provided b e fo r e th e b eg in n in g o f sc h o o l to work in c la ssro o m s• C on clu sion s On th e b a s is o f th e p reced in g f in d in g s , th e f o l low in g c o n c lu sio n s a re p r e se n te d . 1 . The to p ic s and procedures in clu d ed in t h i s in v e s tig a tio n th a t were o b ta in ed from th e l i t e r a t u r e , sc h o o l p erso n n el, and th o se comnonly u t i l i z e d by sc h o o l a d m in istr a to rs a re co n sid ered to be g e n e r a lly e f f e c t i v e . 2 . W hile new te a c h e r s may be in te r e s te d in o b ta in in g in form ation about t h e ir new com m unities, th ey a re more concerned about in form ation th a t i s d i r e c t ly r e la t e d to t h e ir new te a c h in g a ssig n m en ts. 240 3 . Most new teach ers p refer to r e c e iv e a ssista n c e p ertain in g to classroom preparations from th e ir department chairman or other experienced teach ers in th e ir same sub j e c t areas o f in str u c tio n . They a ls o p refer to r e c e iv e a ssista n c e p ertain in g to sch ool p o lic ie s and procedures from the sch ool ad m in istration and members o f th e adm inis tr a tiv e s t a f f . 4 . Most new teach ers p refer th at community in fo r mation be m ailed to them b efore th ey sig n th e ir teaching c o n tr a c ts, and th a t a l l oth er o r ie n ta tio n inform ation be presented to them before th e beginning o f sch o o l. 5 . New teach ers con sider in d iv id u a l or sm all group m eetings conducted in th e ir own sch ools by personnel a t th e sch ool le v e l o f most a ssista n c e in o r ie n ta tio n pro grams • 6 . General d is t r ic t m eetings are not considered o f d ir e c t o r ie n ta tio n a ssista n c e in preparing new teachers fo r th e ir teach in g r e s p o n s ib ilit ie s . 7 . Whether or not new teach ers are paid fo r the period o f th e ir p re-sch ool o r ie n ta tio n , the manner in which th is tim e i s spent i s o f con sid erab le concern to them. 241 8 . The l o c a le in w hich te a c h e r s r e c e iv e d t h e ir p r o fe s s io n a l tr a in in g and e x p e r ie n c e , th e e x te n t o f t r a in in g in ed u ca tio n th e y have a c q u ir e d , and th e number o f new te a c h e r s in th e sc h o o l a re f a c t o r s th a t may have a d e f i n i t e b ea rin g on th e o r ie n t a t io n n eed s o f new te a c h e r s . R eC O yira»nrl»tH nun 1 . C on sid erin g th e im portance a tta c h e d by th e new te a c h e r s to th e in s t r u c t io n a l p la n n in g a s s is t a n c e ren d ered to them by t h e ir departm ent chairm an, i t i s recomnended th a t sc h o o l p erso n n el g iv e r e c o g n it io n t o th e r o le o f th e s e in d iv id u a ls by a llo w in g them s u f f i c i e n t o r ie n t a t io n tim e t o a s s i s t new te a c h e r s in t h e ir departm ents w ith t h e ir in s t r u c t io n a l p rep a ra tio n s and r e s p o n s i b i l i t i e s . 2 . In d e v e lo p in g p la n s f o r an o r ie n t a t io n p ro gram, th e sc h o o l a d m in istr a to r sh o u ld g iv e a s e n s i t i v e a p p r a isa l to th e n eed s o f h is new te a c h e r s a s r e f le c t e d by t h e i r v a ry in g backgrounds o f t r a in in g , e x p e r ie n c e , number o f u n it s acq u ired in th e f i e l d o f e d u c a tio n , and th e number o f new te a c h e r s t o be o r ie n te d . 3 . The sc h o o l a d m in istr a to r sh o u ld assume th e r e s p o n s i b i l i t y o f o r ie n t in g n ew ly em ployed te a c h e r s to th e 242 o p eration al p o lic ie s and procedures o f the sch o o l. 4 . S u ffic ie n t tim e should be allow ed in the o r ie n ta tio n program fo r new teach ers to p a r tic ip a te in sm all group m eetings w ith experienced school p erson n el. 5 . Since new teach ers consider areas d ealin g w ith th e ir new teach in g assignm ent to be o f g r e a te st impor tance , th is fa c t should be borne in mind in planning o r ie n ta tio n a c t i v i t i e s . Recommendations for Further Study I t was n ot fe a s ib le in the p resent study to attem pt to determine to what ex ten t th e v a r ia tio n s in the responses were due to the d iffe r e n c e s in backgrounds o f p r o fe ssio n a l tr a in in g and experience o f the new tea ch ers, th e number o f u n its in the f i e l d o f education th ey had acquired, or th e number o f new teach ers in the sch o o l—or whether in flu en ces o f a l l th ree a sp ects were r e fle c te d . To have done so would have added more com plexity to an already complex p ic tu r e . I t i s th erefo re recommended th a t an in v e stig a tio n d irected toward p in -p o in tin g answers to th ese q u estion s be conducted along the fo llo w in g lin e s : th a t a sample o f 243 te a c h e r s w ith homogeneous backgrounds o f p r o fe s s io n a l tr a in in g and e x p e r ie n c e , in s c h o o ls w ith eq u a l numbers o f new te a c h e r s , be su rv ey ed , and, a f t e r an o v erv iew o f th e r e s p o n s e s , th e y be an a ly zed a cco rd in g to th e number o f u n its in ed u ca tio n th e te a c h e r s had a c q u ir e d . Such an a n a ly s is sh ou ld c o n tr ib u te m ean in gfu l f in d in g s . R esearch sh ou ld be con d ucted fu r th e r t o id e n t if y th e o r ie n t a t io n n eed s o f new te a c h e r s . I t i s su g g e ste d th a t an in v e s t ig a t io n be con d ucted on a s ta te -w id e sam pl in g b a s is t o ren d er th e m ost com prehensive and a c c u r a te in fo rm a tio n p o s s ib le . A la r g e number o f im p ortan t a rea s co u ld be in v e s tig a te d th rou gh th e u se o f d a ta p r o c e ssin g equipm ent. S p e c if ic a re a s fo r in v e s t ig a t io n m ight in c lu d e in fo rm a tio n reg a rd in g th e f in a n c ia l r e s p o n s i b i l i t i e s and o b lig a t io n s o f new te a c h e r s , t h e ir c r e d e n tia lin g p rob lem s, th e q u a lity o f t h e ir p r a c t ic e te a c h in g e x p e r ie n c e , th e e f f e c t iv e n e s s o f t h e ir p r o fe s s io n a l academ ic p r e p a r a tio n fo r te a c h in g , th e s i z e o f th e h ig h sc h o o l in w hich th e y were p r e v io u s ly em ployed, and th e ty p e o f co n n u n ity in w hich th e y p r e v io u s ly r e s id e d . I t i s recommended th a t a stu d y be con d ucted t o d eterm in e th e o r ie n t a t io n a t t it u d e s and o p in io n s o f n ew ly em ployed elem en tary t e a c h e r s . 244 B I B L I O G R A P H Y BIBLIOGRAPHY Books Barker, M. E. 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"Give th e In ex p erien ced T eacher a B reak," Am ?T'f School Board J o u r n a l. 25:59 (A p r il, 1 9 5 2 ). Boyack, C lif t o n D. "Teacher O r ie n ta tio n in C a lif o r n ia E lem entary S c h o o ls," C a lifo r n ia J o u rn a l o f E d u ca tio n a l R esearch . 5 :1 4 7 -5 2 (S ep tem ber, 1 9 5 4 ). B rake, E unice M. " O r ie n ta tio n o f New T ea ch er s," J ou rn al o f th e N a tio n a l E d u cation A s s o c ia t io n . 4 :2 8 6 -8 7 (May, 1 9 5 2 ). Broad, George R. "Orienting New Teachers," Bulletin ; of the National Association of Secondary School Principals. 3 4 :6 7 -7 2 (December, 1 9 5 0 ). C lark , H. F . "Teacher S a la r ie s and th e C ost o f L iv i n g / 1 § £ b ssL iS fi£ S y iS £ , 7 3 :2 2 (O cto b er, 1 9 5 3 ). Cook, C. "B eginning T each ers Become A cquainted w ith j T h eir Com m unities," A g r ic u ltu r e E d u cation M ags- z ln e , 3 3 :6 2 (Septem ber, 1 9 6 0 )• C order, G eneva. "An E v a lu a tio n o f S u p e r v isin g S e r v - j i c e s fo r Newly A ppointed T ea ch er s," E lem entary j S ch ool J o u r n a l. 5 4 :5 0 9 -1 6 (O ctob er, 1 9 5 4 )• i i Dugan, Roy H. "Survey o f Newly Employed T each ers in i P en n sy lv a n ia ," B u lle t in o f th e N a tio n a l A s s o c ia t io n o f Secondary S ch ool P r in c ip a ls . 4 5 :8 2 -8 3 (F ebruary, 1 9 6 1 )• 34. 35. 36. 37. 38. 3 9 . 40. 41. 42. 43. 4 4 . 45. 248 Ebey, George W . "How Portland Greets I t s New Teach e r s ," N ation1* S ch ools. 42:28-30 (December, 1948). Educator’s D ispatch. XVII (May 27, 1962). Elementary P rincipal ' s L e tte r . I l l (O ctober, 1961). E ssex, Martin W . "Welcoming New Teachers as In d iv id u a ls," N ation 's S ch ools. 47:52 (May, 1951). E v erett, Samuel. "Our Population Growth: Are W e Planning fo r It?" The School E xecu tive. 77:21- 24 (O ctober, 1957). " F irst Year Teachers in 1954-55," Research B u lle tin . N ational Education A sso cia tio n . XXXIV (February 1956), 1 -4 7 . F lesh er, tf. R. "The Beginning Teacher," Educational Research B u lle tin . 24:14-18 (January 17, 1945). F o ste r, Helen W . "Beginning Teachers Look a t T heir Problems," Educational Outlook. 28:61-68 (Janu ary, 1954). Fulkerson, G len. "A Resume o f Current Teacher Per sonnel Research," Journal o f Educational Re search . 47:669-81 (May, 1954). Godwin, W . R. "inducting New Teachers in to th e F acu lty," American School Board Journal. 119: 47-62 (August, 1949). Gragg, M argaret, and Wey, Herbert W . "What Super*, v isio n ? " Journal o f Teacher Education. 3:133- 135 (195 2 ). Hauser, L. J . "The S e le c tio n and Adjustment o f the New Teacher," American School Board Journal. 105:29-30 (December, 1942). 249 4 6 . " It S ta r ts in th e C lassroom ," T h<» P u b lic R e la tio n s N ew sle tter fo r C lassroom T ea ch ers. May, 1960 (unnumbered)• 4 7 . Lawson, Floyd M. " O rien ta tio n Programs fo r Teachers," C a lifo r n ia Jou rn al o f Secondary E d u cation . 36: 290-91 (Septem ber, 1 9 4 7 ). v 4 8 . L ew is, C ., and W insor, C. B . " S u p ervisin g th e B egin n in g T each er," E d u cation al L ea d ersh ip , 1 7 :1 3 7 - 41 (December, 1 9 5 9 )• 4 9 . Mason, Ward S . "Their F ir s t Y ear," E ducation R ep ort. U n iv e r sity o f South C a ro lin a . 5 :1 -4 (F ebruary, 1 9 6 2 ). 5 0 . M ich ael, Lloyd S . " O rientin g New T ea ch ers," B u lle t in o f th g N a tio n a l A s s o c ia tio n o f Secondary School P r in c ip a ls . 3 4 :7 2 -7 8 (Decem ber, 1950) • 5 1 . Morrow, R obert D. "O rien tin g T eachers and P u p ils in T ucson," N a tio n ’ s S c h o o ls. 4 7 :4 0 -4 2 (F ebruary, 1 9 5 1 ). 5 2 . " O rien tation o f New T ea ch ers," Childhood E d u cation . 3 0 :9 -1 1 (S ep teo b er, 1 9 5 3 )• 5 3 . Rader, B . "B eginners Need In -S e r v ic e E d u cation ," Jou rn al o f Home E conom ics. 5 3 :2 6 -2 8 (Jan u ary, 1 9 6 1 ). 5 4 . R o sser , N. A. " O rien ta tio n and P rep a ra tio n o f J u n io r High S chool T ea ch ers," High S ch ool J o u r n a l. 44:2 6 3 -6 8 (A p r il, 1 9 6 1 ). 5 5 . Saunders, C arlton M. "Teacher O r ie n ta tio n ," School E x e c u tiv e . 7 1 :4 9 -5 0 (J u ly , 1 9 5 2 )• 5 6 . S c o t t , M. J « , and P h ipp s, L . J . "The A ss is ta n c e Needed by F ir s t Year T ea ch ers," A g r ic u ltu r e E ducation M agazine. 16:139-141 (December, 1 9 5 1 )• 250 57. Spears, Harold. f,What D isturbs th e Beginning Teach e r ," School Review. 53:458-63 (October, 1945). 58. S to u t, J . B. " D eficien cies o f Beginning T eachers," Journal o f Teacher Education, 3:43-46 (March, 1952). 59. S tra tto n , Hazel S ., and R ich ter, Charles 0 . "I F eel Like an Old Hand," N ational Educational A ssocia tio n Jou rn al. 40:334-335 (May, 1951)• 6 0 . Symonds, F u rciv a l. "Needs o f Teachers as Shown in A utobiographies," Journal o f Educational_R e- search . 36:662-77 (May, 1943). 61. Symonds, P u rciv a l. "Problems Faced by Teachers," o f Educational Research. 35:1-15 (Sep tember, 1941)• 6 2 . _________ . " R eflection s on Observations o f Teachers," Journal o f Educational Research, 43:688-696 (May, 1950). 63. T ate, M. W. "The Induction o f Secondary School T eachers," School Review, 51:150-57 (March, 1943). 6 4. "Teacher O rien tation Programs in C ity School Sys tem s," E ducational Research S ervice C ircular No. 8 (September, 1952), 1 -4 8 . 6 5 . "Teacher Personnel P r a c tic e s, 1950-51," Research Bul l e t i n o f th e N ation al Education A sso cia tio n , 3 0:1-32 (February, 1952). 66. "Teacher Personnel Procedures." Research B u lle tin o f the National Education A sso cia tio n . 20:50-77 (March, 1942). 67. Tower, M elvin M. "A Study o f Problems o f Beginning Teachers in In d ian ap olis Public S ch ools," Educa tio n a l Adm in i s tr a t ion and S u p ervision , 42:261- 73 (May, 1956). 251 6 8 , W allace, M. S . "In d u ction o f New T eachers in to S ch ool and C onnunity," N orth C en tra l A s s o c ia tio n Q u arterly , 25s 238-51 (O ctob er, 1 9 5 0 ). 6 9 , . "Problems E xperienced by 136 T eachers During T h eir In d u ctio n in to S e r v ic e ," North C en tral A s s o c ia tio n Q u a rterly . 25:291-309 (Jan u a ry , 1 9 5 1 ). 7 0 , W ellbank, Harry L , "Problems o£ High S ch ool Teach e r s ," Jou rn al o f T eacher E d u cation , 4 :2 1 1 -1 2 (Septem ber, 1 9 5 3 ), 7 1 , Wey, h . W. "Why Do B egin n in g T eachers F a ll," B u lle tin o f th e National A s s o c ia tio n o f Secondary School P r in c ip a ls . 3 5 :5 5 -6 2 (O ctob er, 1 9 5 1 ). 7 2 , W ollenbeck, H. L. 'The T eacher and H is Problem s," F.Hyp,ip^n^ l Admlipifftiret io n and S u p e r v isio n . 3 8 :4 9 1 -4 9 4 (December, 1 9 5 2 ). P u b lic a tio n s o f Learned Organization* 7 3 . A lexan d er, H. M. "Should th e B egin n in g T eacher Get a New Deal?" ftrgyaa^ings. N a tio n a l E ducation 1941, pp. 6 1 1 -6 1 6 . 7 4 . E ncyclop ed ia o f E d u cation al R esearch . 3d e d . The M acm illan Conpany, I9 6 0 . 7 5 . Hunt, D orothy. "F actors in Good S t a f f R e la tio n sh ip s," Thirty-First Yearbook of the National Education Association. Septenber, 1 9 5 2 . 7 6 . "Improvement o f T eacher E d u cation , A F in a l R ep ort," The CoMiialon on Teacher Education. American Council on Education. 1 9 4 6 . 7 7 . " In d u ction o f New T each ers," R esearch R eport No. 9 0 . Conm lttee on R esearch S tu d le a , Los A n geles C ity S c h o o ls, February, 1962. 252 78. In geb ritso n , K. I . "The Induction o f Beginning T eachers," C a lifo rn ia Elem»«f*™ School Admin i s - tra to ra A sso cia tio n . Twentv-Second Yearbook, 1950. 79. "In -S ervice Education," The F i f t y -S l^ th Yearbook o f th e N ational S o ciety fo r the Study o f Education. 1957. 80. Jackson, P h illip W . "The Teacher and In d ivid u al D if fe r e n c e s," N ational S o c ie ty o f Secondary Educa tio n Yearbook. 1962, V ol. 61. 8 1 . "Off to a Good S ta r t—Teacher O rien tation ," American A sso cia tio n o f School A dm inistration. 1956. 8 2 . Ryans, David G. C h a ra cteristics o f Teachers. Washington, D.C.: American Council o f Education, 1960. 83. S toop s, Emery, and Rupel, Myrl. What Every Teacher Should Know About. Monograph. C aliforn ia Teachers A sso cia tio n , Southern S ectio n , Los A ngeles, 1961. Unpublished Materials 8 4 . Brown, Richard F. '*The Problems and D if f ic u lt ie s o f T eachers," unpublished D octoral d is s e r ta tio n , U n iv ersity o f Southern C a lifo rn ia , 1952. 85. H ill, Samuel David. D isse r ta tio n A b stracts. XXII, U n iv ersity M icrofilm s, I n c ., Ann Arbor, M ichi gan, 1961, p . 1887. 86. Kennedy, S t e lla M. "A Survey o f the A ttitu d es o f School Teachers Toward Problems on Education," unpublished D octoral d is s e r ta tio n , U n iv ersity o f Southern C a lifo rn ia , 1953. 253 87* S m ith , F rances L . "The Problem s o£ H igh S ch ool T eachers and T h eir E v a lu a tio n o f th e S ou rces o f A s s is ta n c e ." U npublished D o c to r a l d is s e r t a t i o n , U n iv e r s ity o f Southern C a lif o r n ia , 1 9 5 4 . 8 8 . W alker, R obert N. "Procedures t o F a c i l i t a t e th e In d u c tio n and A djustm ent o f B eg in n in g T ea ch er s." U npublished D o cto ra l d i s s e r t a t i o n , U n iv e r s ity o f West V ir g in ia , 1 9 3 9 . 8 9 . V arner, Leo P . "The In d u c tio n o f P u b lic S ch o o l T ea ch ers." U npublished D o cto ra l d i s s e r t a t i o n . U n iv e r s ity o f Southern C a lif o r n ia , 1 9 5 5 . APPENDIX A T H E QUESTIO NNAIRE 255 . *■. r ^ x tir ’ , fr \ l ' ' ' * v ' , r » ** ' . , • oc the. t , l : } m S H p ■ *t+Tj++'t W i N M tft* H l W rffH « tiw. topic* i l l ____ M u m * mwnipfi n m m c* i *«d V ni N N W Ifli't fPPIR) ^ v y ,’• " , , - N O . I ■ ’ - i: W iiA > l|^ i W n ' l l » > » » * M * . ■ i ^ 0 ' » > ■ * ■ < + - j f o * ? * * * 1 ( • - f V ' 1 ' V . - V ‘ . ; ; ^ ■ "■ ' 1 * ' • • « > ' • f ‘ " ' . ‘ r •"f . . . ;«} %,,>.v.,( * • - » . . » * N . V - ' . r ?,•*■•'.'- ■«■' I-' ; V * f“w 4l*' «r-*^ *•**.- '-' ♦ * v r,; ,jtwlV*.»'r* *' v I i ^ ; ; - * . v V . , v j j J L I ;> /■ ■ ■ ■ > I * . - ■ - ■ • I';,' I t ,.: ' .V ."./'V V • A ■ ^ V r * ^ 4 v t ' . > « ■ .v - .^ ,4 * y v < * £ * > v * A ' / ' ,.'.^X & W t $ > ' _____ » l M i « « l « m — > w t t fmn i> w* iw H . 255 m m m u • SECTItti II itM tr n i t aart~o? too aarwp oolyjff year mm asalflMtnt Sangt yotr r t t fdtt ot . Cott of liottliifl available Typo of kottlfia aval labia _ Cott of living In tro t _ ____________ ______ Locttlon of c b t r c b o t _______ _________ ____ Rterottlon ffacll ltla t_ _ ___________ ___ C l iM ta ______________________________ Dlttonco froa tcbool of tMloffMnt ___ Locttlon of tchoolt for yotr children ____ _ Quality of tcboola for yotr cblldren_'___ _ Aval I ability of bob* a ltta r a ,. ________ 1 . Statat off toocbort In tbo eonanlty_ _ * ______ SocUKty|noilc itra c ta rt of tbo __ _ _ Other: Ploato H at additional ItM t a 255 SECTIM II Uftf Jttt! •arvay oalylf yoar mm MiiflMMt cm mo yoa to MH INPNTMT ■ 0 v M ■ Efl " S B ? M T laraauTiai ivaM tia auin miuac a t n na scant c SSS t i s c m i l l III f - ; • ■ ' ; ; " I V . , • • — . i - ^ . “ " ■ . , - . » ■ • ■ ' ' ■ ' * . . ' * • . v’ : U '■ ' ’ J ■ ; ■ . : ? r S E C T I O N II T O W N E W W HW OT: Please evaluate the orientation topics listed bolO M by In the colbins to tbo right. Not# of Explanation: The R E M T E A C H E R refers to a - Tbo tern A L L T E A C H E R S rofors to t The tern T E A C H E R S P O N S O R refers 1 fbculty assigned to the non teac O R I E M T A T I O M T O PIC S; Clsssrooo Asslonoont Planning for tbo fir s t day of school. Instructional planning for tbo y o a r .. Clsssrooo guidance and disci pi I n o .— ; Clsssrooo grading and reporting ___ Clsssrooo envlroneent— — _________ Hoeswork ssslgnosnts—---------- ----------- - Course outlInos and overviews------------ Clsssrooo ta stin g ____ . . . ____ _ Other: Please l i s t additional topics. impKVart H 0 vnv B S O K K - A I H .V wr ■ W O m IS ¥ S S j» auil- MU IS rss si IISIB I m i l M C B icon £ _ S i root S i a IS M . > % “ • • -■ • : ■ . - . * - -v - .. . rIontation topics listed boI om by placing appropriate cbocfc-oarks Tbo teiw R E M T E A C H E R refors to a teacbar Maly assigned to tbo sdMol. Ik ! £ « m r ! S C l S 2 j I f*r; to **«• • “ •*< " t w i n , t M d k n . - " • T E A C H E R S P O N S O R rofors to o return Inc asnbor of tbo s c h o o l fra ilty assigned to tbo non toachor. 255 Q R J E H IA T IQ N T Q M pS .. Teaching Material* and Equipment Textbooks ______ _ __________ Audio-Visual Aids_________ ________ instructional Supplies and Equipaent. Use of Duplicating Equipment ___ Other: Please l i s t additional topics School Special S erv ices Guidance and Counseling Program--------- Health Program____________ ________ Student A ctivities Program ____ Discipline and Attendance____________ Use of School Library_______________ Instructional Assistance to teachers._ Cafeteria* Custodial * Clerical Personnel and Services — — ----------- Other: Please li s t additional topics H O W IM P O R T A N T HON V E S T ■StEK- A T E L Y SSI ] I FtEPMEI 1 m i a n u •ISTIICT s c n i s t s 1 TO a i l t t t is van s n iL - u u IS ISS ST scssslJ ■ tt ICS IS 1 s i t TCBK i 1 1 » 1 4 ' ■ • • t 1 7 1 255 IM P O R T A N T HON WHEN i A T E L Y MT PBEPA BEB ■ATEBIALS bistbi ■511* C T M S HILBIM ■EETtMS BEPT ■IDAS INBIVIBBAL i n i t « m B EFBBE SCBNL BEB1RS BBBIM FI A ST STB. BBBINS FIBST s a . BBBIM FIBST TEAS BAlUk n r a a A VAIL A B LE I t V B B A Y t n t t i « TCMS AU. r a n K t t o n s AU ICBBS PBIBCIPAL MB STAFF TEACaEI i m m • • • * - . t • - . O R IE N T A T IO N T O P IC S Statp. O lstflct. A School Law. M lc lw md Procsdurss ' ■ Tsschsr Supervision I E v*lu *tlon ____ Teacher Promotion, Tonurot and Taralnatlon ; ______ __________________ Taacfcar Sick Leave, Sabbatical I Retirement-------------------------------------- - Taachar Responsibility and Liability___ School A D istrict Organization. _ _ _ School 1 D istrict Purchasing P olicies.-. _ ____ __________ Othor: Please list additional topics. Orientation assistance from school personnel. Utair role, function I relationship to you. The School Doard ____ _ _ _ _____ Tha D istrict Superintendent _ _ .____ Central Off icePersoanel (OnIdance, • Business, Instruction, Personnel, Etc.) Tha School Principal ; .______ School Staff (Counselors, Att endance, Nurse, Asst. Prlclpals, o tc .|— — — _ Department Chairman _ 256 i 2. If T4I T HON W H E N i- L T MT M EM an u m i b t t t l let - m ■ i u i m . • o v ■ n s M iffiiU L m a ts ■ in mnm ■ c tiu •M IM PIMT «TB. mnm FltST SB . ■HIM PIMT TIM m a n n w p m ii* M I X m j r ran A L L TOM iam MX ran n iK iP A i M ilT tfF R u m . * . ■ ... - 4 ; • * ■ ■ - • • . ■ . . . - ~ r • • • - . : .■ , ■ ; - - - i' v - - ; * v ■ • • , ■ » .. * K ■ J ' • * *.: '■ ' • .r . V " * ' : - ■ * .. - v , - - ' • y * * • v i v l ~ ■ v . : .-> % •- • ■ f ; * - • - * ' \ . ' j" ■ ' . 'V ' ■ * . £ ■ ; '■ ’ • • ’ ? ' ’ ' ' r - > - • - 3 > . ’ 1 * r ‘ ' ' • ‘ v . * ' ; ■ ] Y : W i : - i ^ s . .'-t ’ - • :» .T - . ^ /- i * * * ■ - " r * • * * ‘ - * 1 - • • v - - ; v «,/» . J 1 ’ ' ■ . -A>4. -'V t. - * • ^ • - 'V • h r ! ‘ - ' ■ ■ ■* C „ ,- ^ V - :r - . -V ■ ■ * * ;■ ' '•» / , V - , ’• V ' ■ : ' » ~ ; f ? £ - ; j ”;r* : „ r f Z ' ■ •- . ; - ' ' , . - * • t * : V. ^ r * * • • 2 ‘ - . ‘‘ ‘r - ^ . - ■ ' x ! . • - •1 . * v • • \ i - V - 256 O R IEW TA TIO M TOPICS School Personnel Contd. Teacher Sponsor. ___ Local C o —unity Leaders____ Student Body President____ [ H O W IM PO RTA N T Other: Please l i s t additional personnel. — €«■ ntir M l HOW — flM Q U L S ■11LEI IV1IL* LEI Tl TN I U VM IT T l IIST1ICT H EIll RE* THIS THRS H L 1K £I a ; t h General Infor—tlon School A D istrict History and Philosphy_____________ ____________ Use of Student, Teacher Handbooks____ School Standardized .Testing Progr—___ Professional Organizations _______ Extra Duty Assign—n ts_________ _____ W orking Hours_______ - _______ ______ __ Salary Place—nt and Advance—nt, ___ Health t Accident Insurance _ _ _ School Athletic Progr—.______________ Credit Union__________ _____________ Faculty Social A ctiv ities ________; Other: Plea— list additional topics 256 H O W IM P O R T A N T [ HOW W H E 1 K I T H K I - a t e l t m i 1 F S E F A R E S 1 B A T E A 1 A L S _ _ _ _ _ _ _ _ _ _ _ • I S T S I C T W E E T I N S S i i i? i e f t i p m i m i t i b w a l anss win K F S N E S C M S L B E S I N S N A I M F I R S T an. S A R I N S F I S S T S E W . M S I N I F I S S T T E A S M I L E * N T N I f A l L - I H . E 1 1 r a a a t O U R L H E * T C N R S A I L l e a t s n e w • T C t t t A L L T C M M P R I N C I P A L A M S T A F F T E A C W E 1 • - • • - * • ■ ■ . I , - - - ; - 1 - - - ■ - ' . , - - t i - • * . 256 S E C T IO N II, Contd. I. P R E - S C H O O L . PAID. H E W T E A C H E R O R IE N T A T IO N H EE TIH & S: Meeting, to discus ! and probleas. H om many day. Mould you prefer? Please check (✓} one of the folloMir One day , Tm o d a y ._ . Three days , Four days__, Five days__, More i Considering the nuaber of day. th a t you have j u s t checked above, of tin e each day you Mould p refe r to spend a . stated in the colua convenience, please use M ultiples of 10% (For exaeple: 20% , 30% , SOCIAL IIST. aCNEML IL II. KETIMSS SIC TIBS* _ L SCI 1U M CI A L L TE A C SE B * TUCBOS TCACIEIt TEAOICIS B E F A B T I B EET II F irst day % % % % Second day % % % Third day % % % % Fourth day % % % % Fifth day % % % % More than five days % % % * H om aeny days Mould you have indicated In I above if you Mere n < Please describe b rie fly tMo o rie n ta tio n experiences th a t Mere awst helpl Please describe briefly tM O orientation experiences that Mere least hel 256 M T A T .IO M M ECTIH6S; Meetings to discuss orientation to p ic s( questions, and probleas. Please check (✓) one of the following: rs , Four days__, Five days , More than five days (How aany?)_____ lys th a t you have ju s t checked above, please indicate the percentage )refer to spend as stated in the coluen headings to the rig h t. For tip les of 1 0 % (For exaeple: 20%, 30% , 50%, e tc .) KXCSAL VIST. REHEUL BLM. lEMATKEKT IM IVIBUL IHBIVIBKM. HCT TOIRS. KEETIMSS KEETIKSS _L . SEETIHSS _LHEETIHCS_f_ KEETIKSS SMIK IN ~ 1B0S N E W ILL NEV ALL ' PRIM. S t l l S TCHR. ‘ CUSSRSM TEACHERS TUCKERS TUCKERS TUCKERS STAFF | SfSKSM % % % % % % % % = 100% % % % % % % % % = 1 0 0 % % % % % % % % % ~ 100% % % % % % % % % - 1 0 0 % % % % % % % % % * 100% % % % % % % % % ' 1 0 0 % ve indicated in 1 above if you were not paid fo r attending hese Meetings?. i t I on experiences th a t were aost helpful to you during the year.. tation experiences th a t were le a st helpful to you during the year. i L

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Asset Metadata

Creator Lucas, John Arthur (author)

Core Title The Orientation Of High School Teachers

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, general,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor LaFranchi, Edward H. (committee chair), Georgiades, William (committee member), Stoops, Emery (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-291996

Unique identifier UC11358823

Identifier 6306332.pdf (filename),usctheses-c18-291996 (legacy record id)

Legacy Identifier 6306332.pdf

Dmrecord 291996

Document Type Dissertation

Rights Lucas, John Arthur

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA