ERIC Number: ED422032
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Perceptions of South Dakota Technical Institute Faculty and Administrators Concerning Technical Instructor Licensing.
Quinn, Thomas J.
This study was conducted to determine: (1) if technical institute faculty and administrators believe there should be state licensing for postsecondary technical institute faculty; (2) if technical faculty and administrators believe a licensing process similar to that used in other non-teaching professions should be implemented; and (3) what features faculty and administrators prefer in licensing regulations. The survey instrument contained multiple choice questions in a Likert scale response format, and questioned 363 faculty and administrators employed at all four public technical institutes in South Dakota. Results indicated that both administration and faculty perceive there should be a state licensing process. However, respondents stated they do not believe licensing will provide more job security, provide increases in salary, promote technical skill growth, or help beginning instructors. There was disagreement on the premise that a licensing process similar to the medical or legal profession would improve education. Faculty and administrators supported the idea of a mentoring program for beginning teachers, and agreed that work experience should count toward obtaining a license. Faculty were willing to accept the responsibility of governing the licensing process at their institutions. Study results also suggested that standards for licensing technical institute instructors should be different than those for K-12 teachers. Contains recommendations, the survey instrument and related items, and 19 references. (EMH)
Descriptors: Administrator Attitudes, Alternative Teacher Certification, College Faculty, Knowledge Base for Teaching, Likert Scales, Mentors, Questionnaires, Standards, Teacher Certification, Teacher Education, Teacher Qualifications, Teacher Surveys, Two Year Colleges, Vocational Education Teachers
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A