Industrial arts teachers' personal characteristics related to the frequency of discipline problems

The problem in this study was to determine what relationships exist among teacher perceived frequency of discipline problems occurring in secondary industrial arts classrooms or laboratories, level of teacher dogmatism, and selected demographic variables.

The research design was ex post facto. Both the dependent and independent variables were viewed retrospectively and neither were manipulated by the investigator. All information collected concerning each variable was achieved by means of a pencil and paper instrument. The population was 953 Virginia Industrial Arts Teachers. Of the 953 teachers, 211 were randomly selected for the sample.

Three instruments were employed to collect data for this study. The first instrument administered was the Dogmatism Scale (DS). Its purpose was to measure differences in openness and closedness of one's mind, or the level of dogmatism. The Frequency Assessment of Discipline Problems Instrument (DPI) was the second administered. This instrument was used to assess the frequency of discipline problems in each of seven selected discipline problem areas. The final instrument administered was the Demographic Data Instrument (DD). The purpose of the DD was to collect data relative to the independent variables excluding level of teacher dogmatism.

A complete packet containing the three instruments discussed above was mailed to the sample of 211 industrial arts teachers. Two weeks after the mailing of the packet, a post card was mailed to teachers who had not responded. The purpose of the post card was to remind them of the initial request. Of the 211 teachers included in the sample, 176 responded. Three instruments returned were unusable; therefore, the data analysis was based on 173 responses, an 82 percent return.

Nine hypotheses were tested in this study. The first eight were tested to determine if relationships exist between the independent variables and seven discipline problem areas. Each hypothesis was designed to determine the relationship between one independent variable and each of the seven discipline problem areas. These first eight hypotheses were tested by computing the Pearson Product Moment Correlation Coefficient (r). The final hypothesis was designed to determine if multiple relationships exist among the independent variables and the seven discipline problem areas considered in this study. Multiple regression analysis was selected to test the final hypothesis in that it is capable of determining the multiple effects of more than one independent variable.

The level of teacher dogmatism was found to be independently related to three of the discipline problem areas: improper appearance, cheating, and violent criminal and quasi-criminal misbehavior. It was also determined that the level of teacher dogmatism has multiple relationships with class size, type of laboratory, grade level taught, and type of school. It was concluded that urban schools appear to have more violent and non-violent discipline problems than rural schools. Younger teachers appear to perceive more violent criminal and quasi-criminal and verbal and symbolic discipline problems than older teachers. Grade level taught was found to be one of the strongest, independent variables associated with the frequency of discipline problems occurring in the classroom or laboratory. It appeared that more discipline problems are perceived at the 9-10 grade level and they seem to be of a subtle nature, the same type perceived by the dogmatic teacher.

The author recommended that the study be replicated in other areas such as math or English. Furthermore, the concept should be researched focusing especially on urban schools and the 9-10 grade level, the type of school and grade level where more discipline problems seem to exist. More research should also be done concerning the four discipline problem areas found to be related to the level of teacher dogmatism: non-violent criminal and quasi-criminal misbehavior, improper appearance, cheating, and violent criminal and quasi-criminal misbehavior. It was also recommended that further research be conducted on discipline problems including the level of student dogmatism as a variable. Finally, it was recommended that two other areas be researched: teacher placement and inservice education. This study indicated that more discipline problems are associated with the ninth and tenth grade level. Therefore, since dogmatism is also associated with discipline problems, it might be well to place a dogmatic teacher above or below the ninth and tenth grade. A simulated method of inservice education was recommended to present techniques for teachers to employ when confronted with discipline problems. The teachers might play simulated roles and practice incorporating open minded techniques, in turn lowering their levels of dogmatism, and be confronted with fewer discipline problems as a result.