The relation of home economics teachers' professional identification and personal characteristics to job satisfaction

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dc.contributor.authorStealey, Patricia T.en
dc.contributor.committeechairDewald-Link, Margaret R.en
dc.contributor.committeememberEnderlein, Maxine A.en
dc.contributor.committeememberLewis, Mary Annen
dc.contributor.committeememberHumphreyville, Theresa R.en
dc.contributor.committeememberPoplin, Patriciaen
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2017-01-30T21:23:30Zen
dc.date.available2017-01-30T21:23:30Zen
dc.date.issued1982en
dc.description.abstractThe purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations.en
dc.description.degreeEd. D.en
dc.format.extentvii, 153, [2] leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/74654en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 9007875en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1982.S832en
dc.subject.lcshHome economics teachersen
dc.subject.lcshTeachers -- Job satisfactionen
dc.titleThe relation of home economics teachers' professional identification and personal characteristics to job satisfactionen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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