University of Illinois Urbana-Champaign

Perceptions of beginning secondary teachers and principals on selected educational reform recommendations

Arnold, M. Kathleen

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https://hdl.handle.net/2142/20409

Description

Title
Perceptions of beginning secondary teachers and principals on selected educational reform recommendations
Author(s)
Arnold, M. Kathleen
Issue Date
1991
Doctoral Committee Chair(s)
Nelson, Robert E.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Teacher Training
  • Education, Secondary
Language
eng
Abstract
  • The purpose of the study was to obtain perceptions of beginning secondary teachers and secondary principals concerning reform recommendations for improving teacher education programs. The survey study was completed with a mailed questionnaire; the population included Illinois' beginning secondary teachers and principals during the spring of 1989. Responses of 247 beginning teachers (37%) and 211 (45%) principals were included in the study. The respondents' answers were categorized and analyzed using descriptive and inferential statistics.
  • Recommendations for alleviating the problems of beginning teachers were made in three areas:
  • Professional image of teachers. Raise entry level requirements for teacher education candidates, allocate more scholarships for teacher education programs, and require the completion of a master's in education degree with more rigorous course work. Raise teachers' salaries across the board.
  • Preparation of teachers. Stress the practical concerns of classroom management and focus upon the needs of diverse learners. Require college professors to be in the public schools on a regular basis. Include master teachers from the public schools in planning and teaching methods courses.
  • Teachers on the job. Provide regular contact for beginning teachers and their administrators. Assign beginning teachers balanced (or reduced) teaching schedules, provide instructional supervision from master teachers and emotional support from assigned mentors. Eliminate extracurricular responsibilities from the beginning teachers' duties. Involve teachers, parents, school administrators, communities and local school boards more actively in establishing and supporting school policies and procedures.
  • Even though the survey was conducted at the end of the school year when teacher morale is usually low, approximately 74% of the beginning teachers reported that they would select teaching as their career choice if they preparing for a professional career again.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/20409
Copyright and License Information
Copyright 1991 Arnold, M. Kathleen

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