Author Type

Graduate Student

Date of Award

1983

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Olson, Arthur H.

Thesis/Dissertation Co-Chair

Weppner, Daniel B.

Abstract

The purpose of this study was to identify and empirically validate a list of essential teacher competencies for a beginning Health Occupations teacher in Virginia. Items for the instruments were derived from the literature. Revised and edited, the items were submitted for validation to a jury of experts comprised of teacher educators and Health Occupations teachers, supervisors and practitioners. A condensed list of 116 competencies was developed for participants to rate as to the time needed by beginning teachers. An ordinal scale with a range of one to five was designed to measure the participant•s perception of each item. Instruments were mailed to all identified beginning Health Occupations teachers and their supervisors (N=105). There were seventy-nine respondents for a 75 percent response rate. Some conclusions made based upon the analysis of data were: 1. Teachers and administrators agree that there are competencies determined essential by the first week, first month and first three months of teaching. 2. Essential professional teaching competencies can be ranked by the period of time they are needed in the classroom. 3. Teachers determined 112 competencies to be essential in the first three months of teaching; administrators determined ninety-eight competencies. 4. Teachers perceived that all program planning and clinical teaching competencies are essential in the first month of teaching.

Extent

158 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 1983.|College of Education|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00000686

Format

pdf

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