A Study of the Characteristics, Qualifications, and Perceived Roles of the Directors of Intensive English -as - a- Second-Language Programs
Matthies, Barbara Fay
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https://hdl.handle.net/2142/68910
Description
Title
A Study of the Characteristics, Qualifications, and Perceived Roles of the Directors of Intensive English -as - a- Second-Language Programs
Author(s)
Matthies, Barbara Fay
Issue Date
1983
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, Administration
Abstract
While many studies have been conducted on the teaching and learning of English as a second language (ESL), few have focused on the settings in which these activities take place, much less on the skills and roles of the administrators of those settings. This descriptive study provides data with which to enhance present guidelines and training for the administration of intensive ESL programs (IEPs).
The data were collected in a mailed survey of 340 IEP directors, 52% of whom (177) returned usable questionnaires and were proportionately representative of the types of IEPs in the original population--large and small, college-based and independent or proprietary, year-round and summer-only, etc. Equal numbers of males and females responded, but their answers indicate that the smallest programs tend to be administered by women and the proprietary IEPs tend to hire more men as directors. In accordance with available guidelines, 90% had completed master's degrees, mostly in languages or ESL teaching, and 30% also had doctorates; over 40% had had six to ten years of ESL experience; and half had taught English in other countries.
Besides such demographic patterns, this study looked for relationships among the directors' experience and attitudes and the IEPs' sizes and general structures. Among the main findings: (a) Although most IEP directors were trained to be ESL teachers and regretted not having studied management techniques, they gave little evidence of job dissatisfaction attributable to their dual roles as educators and managers; however, those in charge of the smallest IEPs tend to experience the greatest role conflict or stress. (b) Communicating effectively across cultures was ranked as the most important skill and their second best among the 29 studied, yet the directors want further training in it; the skill that they are most interested in developing, especially the directors of proprietary IEPs, is recruitment of new students.
Now that this profile of IEP directors and programs has been developed, some evaluative studies of administrative alternatives should be undertaken, and professional preparation courses in ESL should include some instruction in those administrative skills ranked most important by the respondents.
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