A study of attitudes of school administrators and board of education members toward the vocational education programs in North Texas
Roodssari, Mohammad Reza Hajiaghazadeh
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Purpose of the Study. (1) To determine attitudes of school administrators and board of education members toward vocational education programs at the secondary level in Denton County of North Texas. (2) To ascertain if any significant differences existed between the attitudes of the respondents. (3) To develop a model which could be utilized in attitudinal studies in an emerging industrial country. Procedure. A self-report questionnaire was developed and mailed to 66 school administrators and 77 board of education members of the eleven school districts in the Denton County of North Texas. Of the total sent 119 questionnaires (84 percent) were completed and returned. The information obtained from the respondents was examined and analyzed employing descriptive and inferential statistics. The data were submitted to statistical treatment under four specific categories: economic, evaluation, responsibility, and role and value factors. Differences between the attitudes of the respondents toward each categorical factor were statistically determined. Findings. The t test was used to determine the existence of significant attitudes of the respondents toward each category, and resulted in the following probabilities: .87 for economic factors, .39 for evaluation, .33 for responsibility, and .19 for role and value factors. All values were above the .05 level of probability, and thus were not considered significant. The chi-square performed for item analysis revealed significant differences of perception on only four out of forty items. Conclusions. School administrators and board of education members view the economic, evaluation, responsibility, and role and value factors related to vocational education at the secondary level in essentially the same manner. School administrators and board of education members strongly support vocational education programs at the secondary level specifically in regard to finances, evaluation, responsibility, and the role and value of such programs to society.