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Descriptors:
Mentors; Elementary Secondary Education; Life Satisfaction; Statistical Significance; Specialists; Teaching Experience; Inservice Teacher Education; Coaching (Performance); Teacher Workshops; Age Differences; Teacher Surveys; Quality of Life; Vocational Education Teachers

Abstract:
The purpose of this study was to measure perceived professional and personal life satisfaction of Indiana Workplace Specialist I (WS I) faculty and their mentors. Workplace Specialist I teachers are all first-year career and technical education (CTE) faculty who must complete the WS I training program to be eligible for the Workplace Specialist II teaching license. These new teachers bring significant professional skills and experience to the secondary classroom; however, none had completed traditional teachers college training before they were licensed. WS I faculty are assigned mentors during the first year of training. Mentors must have at least five years of kindergarten-12 (K-12) teaching experience, and typically they are CTE faculty members. During a WS I/Mentor training workshop, 84 first-year WS I faculty and 68 mentors were asked to take the Life Satisfaction Index for the Third Age (LSITA) in an effort to determine perceived overall life satisfaction; 105 total people participated in the study. Of these 105, 45 mentors perceived life satisfaction as higher than did the 60 first-year WS I CTE teachers. The results of the statistical analyses revealed statistical significance at the 0.1 level (0.068). When analyzing only participants (both mentors and WS I teachers who were 50 years of age or older, the results of the statistical analyses revealed a statistical significance at the 0.05 level (0.023) between the perceived life satisfaction results of the 10 first-year WS I faculty and the 28 mentors. Mentors who were 50 years of age or older had a higher level of perceived life satisfaction than did the first-year WS I faculty members of the same age group. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Education; Certification; Educational Administration; Labor Needs; Leadership

Abstract:
The number of career and technical education (CTE) teacher preparation programs is decreasing, certification requirements for administrators are in flux, and the desirability of administrative careers has diminished. The leadership shortage in CTE must be addressed by advocating for change in state licensure, providing professional development, and collaborating with other academic disciplines. (Contains 22 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Education Teachers; Educational Needs; High Schools; Mainstreaming; Special Education; Special Needs Students; Teacher Attitudes; Teacher Education; Teacher Qualifications; Trade and Industrial Teachers; Vocational Education Teachers

Abstract:
A study was conducted to identify strengths and weaknesses in vocational teacher preparation and attitudes for working with special populations students in secondary education in Indiana. The study collected information from 527 vocational teachers representing 39 of the 47 area vocational districts (about one-half the vocational teachers in the state) using a survey. Some of the results of the survey are the following: (1) the average number of special populations students the teachers served during the last school year was 21; (2) almost half the teachers had no postsecondary credit-hour training related to special populations; (3) about half the teachers had 15 hours or less of seminars or workshops related to working with special populations, and an additional 25 percent had no training; (4) about half the teachers were familiar with Individualized Education Plans, although fewer than 40 percent had ever participated in preparing such a plan; and (5) many teachers were interested in additional training in working with special needs students, but very few had time or resources to get this training. (Two separate short reports detail the answers of vocational business teachers and trade and industry teachers to the survey.) (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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