ERIC Number: ED209186
Record Type: RIE
Publication Date: 1981-May
Reference Count: 0
Teacher Centers. Perceptions of: Role Expectations, Functional Attributes, Institutional Payoffs. A Research Report.
This study was designed to determine how educators involved with teacher centers perceived the roles of others associated with teacher centers and the purposes and major benefits of teacher centers as institutions. Subjects of the study were 56 professional educators from 15 states. They were questioned on their role expectations for inservice teachers and administrators, university/college professors, teacher organization professional personnel, certification officials, preservice teachers, parents, students, paraprofessionals, and state education department personnel. The purposes and functional attributes of teacher centers were analyzed in reference to orientation, clientele, finance, governance, incentives, location, staffing, dissemination, evaluation, political/legislative factors, curriculum development, and research opportunities. The major benefits and payoffs of teacher centers were examined with respect to accreditation agencies, parents and community, teacher organizations, education agencies, and universities and colleges. The most definitive set of role expectations appeared to be those associated with the inservice teacher as the recipient of teacher center services. There was general agreement that teacher centers are supposed to exist to serve the needs of classroom teachers. The respondents viewed all outlined institutional payoffs or benefits in the direction of the immediate needs of teachers, and were not too concerned with long range benefits, collaboration for credibility purposes, or tangential development for the teacher center as an established and recognized institution. Results of the findings are displayed in tables, accompanied by a discussion. Suggestions are made for future research on the topic, with recommendations for methodology, data collection, and analysis. The survey instrument is appended. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Proffitt Endowment, Bloomington, IN.
Authoring Institution: N/A