A job analysis of vocational cooperative teacher-coordinators in secondary schools in Texas was performed. Five questions were investigated: (1) What tasks were performed and what relative percent of time was spent doing these tasks?; (2) When did coordinators learn to do the tasks they do and when did they feel these tasks should have been learned?; (3) How important to coordinators were the tasks which they performed?; (4) Would coordinators use teacher aides and if so, would this innovation result in a potential increase in vocational cooperative course enrollment?; and (5) What tasks are common to all of the program areas? A list of 211 tasks was compiled, validated, and printed in a questionnaire administered to cooperative coordinators in statewide inservice meetings during the summer of 1977. From 1,510 instruments received, 1,412 usable questionnaires were analyzed. Major findings include these: all 211 tasks were reported to have been performed by one or more vocational cooperative coordinators; 43% of their time was spent on clerical, youth leadership, and out-of-class coordination activities; the most important tasks appeared to be those requiring a high degree of communication skills; coordinators believed that most tasks should be learned by personnel before being hired or in a certification course; a majority of coordinators reported they could use a teacher aide part of the time; and tasks were not performed with significant difference among program areas. (Author/JH)