Determination of staff characteristics that should be assessed in future studies
By: Robert Stanley Grogan
Published: 1961
Uploaded: 10/19/2006
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: Attitudes, psychology, Rating of, teachers

The purpose of this study has been to select for future testing the staff characteristics which hold promise of being descriptive of a high caliber school staff. This has been done, the selection of factors having been made in terms of the procedures outlined in Chapter II. The factors were arranged in groups according to their directness or indirectness in relation to the educational process as it might be carried on at any given time by a particular group of professional staff members.
Personal status factors are considered least direct. They may be no more descriptive of professional school staff than they would be of any other group. Relationships between any of this group of factors and a quality criterion are likely indicators of an underlying attribute of which the factor is only a manifestation.
None-the-less personal factors may be predictors of a quality criterion in groups of school systems even though the relationship between the two variables cannot be described with any certainty. A number of such factors have been selected to be included in future studies because such a relationship has been found to exist. These factors are Inbreeding, Travel, and Literary Interests. As factors measured by discrete indices, they provide a clue to the kinds of people who can bring a wide range of experiences, both personal and vicarious, to their work with children and youth. Four indices from prior studies and four new indices appear as measures of these factors in the proposed questionnaire shown in Appendix G.
Two new factors have been added: the first, to measure academic success in college, and the second, to identify the type of undergraduate institution attended. The former is thought to be an aspect of motivation for success, general academic ability, and intelligence. The latter may reflect the effect of strength of academic and professional programs or intellectual stimulation, or the cultural influence to be found in varying institutions. Two personal factors in this group are retained although the preponderance of evidence indicates that they are unrelated to the quality criterion. They are Age and Sex. These factors were retained because they have been found to add to the predictive power when placed in multiple correlations with other factors. It may be desirable to assess certain other factors in terms of age or sex. In this event, these factors will have some interpretive value.
Professional factors are placed in succession between personal and practices factors in their proximity to the criterion. In most instances they are antecedent to the criterion and have been long assumed to have an effect on individual professional competence and hence, in the aggregate on the competence of the staff team. Six factors measured in prior Institute studies are included for future study. Length, Recency, and Breadth of Training have been consistently shown to have predictive value. Although the accumulated evidence is not definitive, it is clear that these factors should undergo further study. They reflect the degree to which persons undergoing training programs designed to prepare them for teaching are being well trained in terms of a stated criterion. Depth of Training, as reflected by professional courses in education, Practice Teaching, and Type of Advanced Training are included to provide investigators with as complete data as possible about a comprehensive training factor. Under the latter factor the per cent of staff with a MasterĘs Degree in Administration has been shown to be related to the adaptability criterion, and it may be that certain other areas of preparation will add to the power of this factor to predict a quality criterion. No relationship with the criterion has been established for Length of Experience, but it is retained because of the mixed nature of the evidence and because investigators may want to interpret other factors in terms of experience.
Professional Interest, as evidenced by re

Sponsor: Willard S. Elsbree
Dissertation Committee: Bernard H. McKenna
Degree: Ed.D., Teachers College, Columbia University