A STUDY OF RECRUITMENT AMD SELECTION OF STUDSNT8 FOR BSfBfTARY TEACHER EDUCATION IK WEST VIROEINIA

DISSERTATIONPresented In Partial Fulfillment of the Requirements

for the Degree Doctor of Hiilosoptay in the Graduate School of The Ohio State

University

By

WOODROW MORRIS, B. A., M. Ed* The Ohio State University

195k

IV AFHU9CIATTCN

Words are inadequate to express my appreciation of the counsel of Dr. Laura Zirbes who has directed this study. She has always been encouraging* analytical in criticism* yet patient and kindly in manner, I am deeply grateful to Dr. Earl Anderson and Dr. Hugh Laughlin who read and offered their suggestions for the improvement of the dissertation. Finally* the writer wishes to express his thanks to those people who contributed information for the study.

W. H.

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TABLE OF CONTENTS

CHAPTER PACEI INTRODUCTION............................. 1II BASIC CONCERNS AND COTSIDERATIOIB

IN THE SELECTION CF PROSPECTIVEELEMENTARY TEACHERS.................... 6

III REVIEW OF LITERATURE ON RECRUITMENT ANDSELECTION OF STUDENTS FOR ELEMENTARY TEACHER EDUCATION..........................3U

IV AN INTERPRETATION OF IKE RESPONSESOF FRESHMEN IN A LIBERAL ARTS AND A TEACHER »S COLLEGE ABOUT CERTAIN ASPECTS OF THE TEACHING PROFESSION................ 10?

7 PRACTICES IN RECRUITMENT ANDSELECTION OF STUDENTS FCR ELEMENTARYTEACHER EDUCATION........... 155

VI CONCLUSIONS AND EECQLiKENDATIONS . . . . 307Conclusions. • • • • • • . . • 3 0 7Recommendations . . . • • . . • 322

BIBLIOGRAPHY, .........................327APPENDIX A...................337APPENDIX B...................338

iii

LIST OF TABLES

TABIEI

II

III

IV

V

VI

VII

VIII

REASONS FCR ENTERING TEACHER EDUCATION AS EXPRESSED BY 10? SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE..........................REASONS EXPRESSED BY HIGH SCHOOL TEACHERS TO SECONDARY SCHOOL PUPHS FCR ENTERING THE TEACHING PROFESSION, REPORTED BY 107 SECONDARY AND 91 EIE1ENTAKY FRESHMEN IN TEACH® EDUCATION AT LARS HALL COLLEGE. . . .UNDESIRABLE FEATURES OF THE TEACHING PROFESSION AS EXPRESSED BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE.DESIRABLE FEATURES OF TEACHING AS A PROFESSION AS EXPRESSED BY 10? SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE,REASOi'E GIVEN BY PUGH SCHOOL TEACHERS FOR NOT ENTERING THE TEACHING PROFESSION AS EXPRESSED BY 107 SECONDARY AND 91 ELEMENTAPY FRESHMEN IN TEACH® EDUCATION AT MARSHALL COLIEGE......................... .SUBJECTS TAUGHT BY HIGH SCHOOL TEACHERS WHO DISCOURAGED STUDENTS FROM ENTERING THE TEACHING PROFESSION AS INDICATED BY 107 SECONDARY AID 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE. . . .RESPONSES LADE BY 107 SECONDARY AID 91 ELEMENTARY FRESHMEN IN TEACH® EDUCATION AT MARSHALL COLLEGE TO CERTAIN QUEST 101®ABOUT GUIDANCE INFORMATION RELATING TOTHE TEACHING PROFESSION ....................RESPONSES MADE BY 107 SECONDARY AID 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLTEGE TO CERTAIN QUESTIONS ABOUT STUDENT ATTITUDES, CURRICULUM PRACTICES AND INFLUENCE OF ACQUAINTANCES. . . .

PAGE

112

ill*

115

116

118

120

122

121*

iv

LIST OF TABLES (CONTINUED)TABLE PAGE

IX RESPONSES MADE BY 107 SECONDARY AM) £1 ELEMENTARY FRESHMEN IN TEACHER HJUCATION AT MARSHALL COLIEGE TO QUESTIONS ABOUT THE ATTITUDES OF HIGH SCHOOL TEACHERSTOWARD THE TEACHING FRCFESSION................... 126 ‘

X REASONS FCR NOT ENTERING THE TEACHING PROFESSION AS EXPRESSED BY 2U3 LIBERAL ARTS FRESHMENAT MARSHALL COLLEGE..............................130

XI RESPONSES MADE BY 2^3 STUDENTS IN LIBERAL ARTS AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT THE ATT HIDES OF HIGH SCHOOL TEACHERS TOWARD THE TEACHING .PROFESSION...................................... 133

XII SUBJECTS TAUGHT BY HIGH SCHOOL TEACHERS WHO DISCOURAGED STUDENTS FROM ENTERING THE TEACHING PROFESSION AS REPORTED BY 2U3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COILBGE......................................... 136

XIII REASONS GIVEN BY HIGH SCHOOL TEACHERSFCR NOT ENTERING THE TEACHING PROFESSION AS EXPRESSED BY 2h3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE................................ 138

XIV REASONS EXPRESSED BY HIGH SCHOOL TEACHERS FOR ENTERING THE TEACHING PROFESSION AS REPORTED BY 2h3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE...................................... H a

XV RESPONSES MADE BY 2ii3 FRESHMEN IN LIBERALARTS AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT GUIDANCE AND CURRICULUM HUCTICES, STUDENT ATTITUDES AID INFLUENCES OF ACQUAINTANCES.............................. 1L5

XVI DESIRABLE FEATURES OF TEACHING AS APROFESS TON AS EXPRESSED BY 2h3 FRESHMENIN LIBERAL ARTS AT MARSHA IL COT LEGE.............1 k9

XVII UNDESIRABLE FEATURES OF TEACHING AS APROFESSION AS EXPRESSED BY 21$ FRESHMENIN LIBERAL ARTS AT MARSHALL COLLEGE............. 151

v

LIST CF TABLES (CONTINUED)TABLE PAGEXVIII SUMMARY OF RESPONSES MADE BY THIRTY-

FIVE COUNTY SCHOOL SUPERINTENDENTS IN WEST VIRGINIA ON RECRUITMENT ON RECRUIT­MENT OF STUDENTS FCR ELEMENTARY TEACHER EDUCATION.................................. 176

XIX SUMMARY OF RESPONSES MADE BY THIRTY- FIVE COUNTY SCHOOL SUPERINTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR ELEMENTARY TEACHER EDUCATION............ 201

IOC FUTURE TEACHER CHAPTERS, DATA ORGANIZED IN DIFFERENT COLLEGES IN WEST VIRGINIA AND MEMBERSHIP OF EACH CHAPTER FOR FIRST YEAR AND IN 19$0-51.......................231

XXI CERTAIN ENROLLMENT TRENDS IN TIE FIFTEEN TEACHER EDUCATION INSTITUTIONS IN WEST VIRGINIA, BETWEEN 19U6-19U7 AND 19$0-19$1 . . 239

XXII SUMMARY OF RES POISES MADE BY THE FIFTEEN TEACHER EDUCATION INSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR ELEMENTARY TEACHER EDUCATION................. 2hl

XXIII CERTAIN RESULTS OF SELECTION PRACTICES INTHE FIFTEEN TEACHER EDUCATION INSTITUTIONS IN WEST VIRGINIA FOR 19$0-1951............... 272

XXIV SUMMARY OF RESPONSES MADE BY THE FIFTEENTEACHER EDUCATION INSTITUTION IN WEST VIRGINIA ON SELECTION OF STUDENTS FCH ELEMENTARY TEACHER EDUCATION................... 275

XX1/ RES POISES MADE BY Tin STATE DIRECTOR OFTEACHER EDUCATION IN WEST VIRGINIA ON ]ECRUTi'MENT OF STUDENTS FCR ELEMENTARY TEACHER EDUCATION................... . . ♦ 29U

XXVI RESPONSES LADE BY THE STATE DIRECT CROF TEACHER EDUCATION IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR ELEMENTARY TEACHER EDUCATION................................ 300

vi

CHAPTER I

INTRODUCTION

Hi an effort to Improve teaching In the elementary schools, no problem offers a greater challenge than that of sectoring com­petent, qualified teachers. In effective prog ram of action to interest able young people in preparing for elenentary teaching ’.•rill require the co-ordinated efforts of professional personnel at each level of the educational system, linked with the organized pcwer of lay people and civic organizations.

The Problem

Statens nt of the ProblemThe purpose of this study was to determine and recommend

ways of recruiting and selecting promising sttdents for elementary teacher education in West Virginia. This was attempted by: (a)the development of basic concerns and considerations in recruit­ment and selection; (b) a survey of literature on recruitment and selection; (c) a survey of the kinds of experiences that had attracted freshmen in a teacher's college into teacher education, and the kinds of experiences that had discouraged freshmen in a liberal arts college from becoming teachers; (d) a survey of -the practices used in the recruitment and selection of prospective

1

2elementary teachers by public school people, the teacher education institutions and the State Department of Education in West Virginia} (e) an e'valuation of these findings, In the light of basic concerns and considerations in recruitment and selection and eh at writers in the area of recruitment and selection hare proposed} and (f) recoamendatlons for securing an adequate number of promising students for elementary teacher education*

importance of toe ProblemIn a study conducted by the Southern Association of Colleges

and Secondary Schools, it was found that 22,1*60 students were graduated from four-year college courses in elementary education in 191*9-50. At the same time, 103,000 new elementary teachers were needed and will be needed throughout 1956.^ It was stated in the report that:

No substantial Improvement can be expected in the teacher shortage and other inadequacies of the profession until more young people desire to enter collegiate programs which prepare them for elementary teaching and until a program of selec­tion eliminates those who do not possess the personal, intellectual and social qualities requisite for higher quality teaching, 2

1------------Education of Elementary School Personnel, p. 7.

2Ibid*, p* 9*

3Zirbes sa$d,

Criteria and poll das are anoh noodad for tha admission and a alaction of candidate* for various teaching fields* This Is especially trae In fields whioh haws a surplus or In which special abilities or disabilities are to be taken into account. Flans for diverting students to other fields In such cases are natters which call for disinterested and competent occupational counseling* 3

Organisation of the DissertationChapter I in this dissertation is devoted to the Introduction

of the study. Chapter IX Is devoted to the devslopsMnt of basic concerns and considerations in recruitment and selection. Chapter III contains a review of literature and a history of the status of recruitment and selection of students for el enentary teacher education. The contents of Qxapter n and H I were used as bases for evaluating the findings which are reported In succeeding chapters of the study. Chapter IT and T are devoted to the pre­sentation and evaluation of data, and Chapter VI includes the summary, conclusions and recor— endatlona.

Sources of Data* Procedure and Treatment of FindingsData for this study were secured from five principal sources:

(a) literature; (b) answers to questions asked in a personal inter­view with campus personnel of the fifteen teacher education institu-

3 Laura Zirbes, Teachers for Today*s Schools, p, U9.

tiono In Weat Virginia; (c) u m n to questions used in a personal interflow with the V*«t Virginia 9tata Dir actor of Teacher Edn- cation; (d) tha results of questionnaires sent to tha fiftywfive county superintendenta of schools in Vast Virginia; and (a) tha results of questionnaires circulated among Mil freshman in liberal arts and teacher education at Marshall Collage. A list of tha teacher education institutions Visit ad may be found in Appendix A. The names of the counties in Vest Virginia are given in Appendix B.

The data were organised within two areast (a) responses of freshmen in liberal arts and teacher* a college about certain aspects of the teaching profession; and (b) recruitment and selection. Bach area was broken into parts. Bren though eertain areas and parts were established for organisational and discussion purposes, recruitment and selection for elementary teacher edu­cation do not present a dichotomy, but they are counterparts of a single process. Actually, the term "selective recruitment.11 portrays the ooncepts developed in this study.

The information revealed in this study end the r00n— milstions for securing promising prospective teachers for the elementary schools of Vest Virginia, should be helpful to all persons seeking to improve eleamntaxy teaching in Vest Virginia. It should be especially helpful to public school administrators, secondary

school principals and tsachsrs, tha staffs of taaohsr adncation institutions, and tha Stats Depart nant of Sdooation In VastVirginia.

cHAms nBASIC CGNCBQfS AND CONSIDERATIONS IN THE RKRUITKBfT AND SELECTION OP PROSPECTIVE KUMMTAHT TEACHBtS

There are certainly basic concerns and considerations that need to be used as guiding o one apt s in the organisation and development of a program for the recruitment and selection of prospective elementary teachers. This chapter is devoted to the discussion of the following basic concemss (1) the teacher and his potential for teaching; (2) oo-operetive and co-ordinated effort in recruitment and selection; (3) instruments and pro­cedures; (1|) guidance; (5) values involved; (6) relationship to the prestige of the profession; and (7) relationship to supply and demand* The discussion presented with each concern denotes considerations which should be given to it.

1* The Teacher and His Potential for TeachingIf the objectives of elementary education are applied in a

serious manner, It becomes evident that the demand placed uponteachers, in terms of personality, scholarship and professionaleducation, are so numerous and so extensive that only promisingstudents may be expected to meet those demands within the limitedtime now allotted for pre-service education* Furthermore, thework of teaching is constantly becoming more oomplex and meretechnical* It is apparent that the present success and future

6

improvement of the program of studio* for eleawntary touchers will depend upon two factors t first, increasing the desirability of elementary teaching as a field of professional work to the point that It will attract mere promising prospects for teachers) second, developing evaluative procedures which will make it possible to select the moat promising far those who wish to enter the field of elementary teaching.

Most people would agree that the practice of permitting or encouraging any high school graduate to undertake teacher pre­paration is not a sound procedure. In the first place, indivi­duals are different by the nature of the human organism as well as by experience and education. The differences amorcng human beings imply variation In intellect, character and other aspects of personality. These differences will vary greatly in degree and are variously combined to make up individual personalities.This means that many students aspiring to be teachers may be able to function better in other fields of work. Furthermore, many students anticipating other fields of work may have a greater aptitude for teaching than for the one which has been chosen.Second, the supply of and destand for teachers need to be considered in helping students make professional and occupational choices. Third, the public schools exist primarily to educate the youth of a state, and not to furnish employment for teachers. Fourth, the

fadlitiM and funds for teacher education are definitely United, Since the funds and facilities are United, they should not be devoted to the preparation of any or all who present thenselree.

In view of the discussion in the preceding paragraph, public schools, colleges and the state departnent of education in any state should develop in a deliberate way, a plan for recruiting and selecting those people idio should be educated for teaching. Furthermore, the entrants to teacher education should be as care­fully chosen as are those far other professions.

We need not go far in search of a precedent for selective admission to teacher education. Consider for example, the medical profession. The standards of general and professional education for the medical profession have been raised probably beyond those of any other group. Along with the raising of standards has gone a steady increase in requirements for admission to medical schools. Nobody would think of demanding free admission to the medical profession for all hi{$i school graduates. In the first place, it is recognized that the limited funds of the state must not be misused in an attmnpt to train the unfit. On the contrary, these sources must be rigidly conserved for the benefit of those who have shown their peculiar fitness for work in the field. In the third place, society must be safeguarded in this vital matter. Furthermore, other fields of endeavor and social needs must be

considered* Historically, this is a sharp contrast to practices In the professional education of teachers as teacher edneatlon institutions have adeltted to teaching most of the people who have made a gesture or move In the direction of professional edu­cation. But, it must be recognised that selection for the teaching and the medical profession is not quite comparable as pay for service rendered is different.

The fact that teachers exert a direct and immediately observable influence upon pupils makes it Imperative to place more emphasis on the candidate's personal influence on children* The significance of the personal behavior of the teacher has not been underestimated in years gone by, but it has not until recently been referred to as mental health factors that emphasise human relations and develop ing personalities* With present conditions of life, moreover, there are increased demands being made upon the teacher as a person* More teachers must be helped to meet these demands if pupil develop­ment is to be fostered*

Teachers diould be those who through percept and through personal stimulus cause children to react in such a manner as to promote their personal well-being and social usefulness. The real test comes whan the prospective teacher is placed in a situation involving direct contact with children* The way in which children react to each other and to the teacher, day after day, is the true measure of teacher effectiveness*

10No on* should bo considered rea^y to teach or consider hie

self * teacher until the impacts of his personality upon pupils and relationships between the prospect Ire teacher and pupils hare been explored. Much discourages ant, to young people pre­paring to teach oould be avoided and Immeasurable improvement made In teaching If every teacher-preparing institution would include as a deciding factor in teaching readiness, a student1 s observed success in affecting In pupils socially desirable behavior* This does not revive the prestige of the autocrat, for submissive behavior is not socially desirable, or sanction lalsses falre policies. Democratic values are dearly more conducive to socially desirable behavior In a democratic society and regard for them can be sukmcLtted to inquiry and evaluation.

While it oould not be expected that a student should be held responsible for particularised learning prior to his preparation far teaching, he should be expected to improve his compatibility with children. His ability to enter into pupils* activities with understanding and with enthusiasm should be investigated.Other attributes of the prospective teacher are important, such as scholarship, Intelllgence, health, and academic background, but the personal power of the teacher Is an essential which can­not be overlooked or given only marginal consideration.

Because of the very great importance of teaching in a

11democracy* It is imperative that attempts Aould ba mada to recruit and eel act tha most promising prospects for tha element ary teaching profession. Tha persons dio are neglecting tha recruit­ment and selection of prospective teachers from among the more promising high school graduates in every ca— unity fail to realize the importance of education in a democracy. The public has a stake in this matter, and cannot be expected to have con­fidence in schools which are taught by poorly qualified teachers, nor to raise compensation scales without some measure of con­fidence. The public also has a stake in the matter of certifica­tion. Nobody would think of permitting high school or college graduates without medical training to b a certified as practicing physicians, but the teaching profession does admit such persons. Furthermore, the issue of recruitment and selection is not faced by school people or the public in spite of the availability of statistical data on population trends, teacher supply, demand and turnover. The use of foresight in the developaMcit of an adequate supply of qualified elementary teachers would reducemakeshift and emergency certification.

*We as a nation cannot for a long period of time continue the practices of employing as teachers, high school or college graduates who have not had teacher education work to prepare them for their professional responsibilities. The diildra of this country must be guided in their school life by those who are personally and

12professionally competent to guide end teach children. The hope that a teacher will perform veil has Justified the employment of the beat available peraon in too many caeea. Frequently thie has been a detriment to all concerned. Teager said, "Teaching aa a profession is a challenge idiieh should call to its ranks the most promising youth in our nation. instead, it is often far less than that; among those mho choose to prepare for teaching are many mho are not so challenged or ee proarlslng.

The enrichment of the lives of pupils is the teacher’s function. A scholarly and cultural background that touches all parts of human activity must be a part of the teacher’a requisite. Furthermore, Teager said,"Experience with life and an under- standing of the intellectual, moral, social, economic, and spiritual life of people are the factors on vhich a teacher builds his usefulness*

In suntaarizing, the prospective elementary teacher should be,potentially, the kind of an individual vho could function in theways vhich were aptly stated in a report made by Syracuse University. 5--------

Tressa C. Teager, An Analysis of Certain Traits of Selected High School Seniors Interested In Te~acKing, p. 1.

5 Ibid., p. 2.

131. Those who would teach should haws the

physio si s twain* necessary for loos hours of strenuous physio*1 end Mental activity, should be free fTo* contagious and Infectious diseases and should exhibit physical vitality.

2. Teachers should be emotionally stable.As generally applied, this aeons that they should be able to resolve their own conflicts rather than allow then to disturb their relations with children and other teachers or to hamper their effectiveness in meeting regular teaching responsibilities day by day.

3. A high degree of social competence is important. Contributing factors aret ability to co-operate with others, social graces and personal appearance.

U. Those iho teach should be academically competent. More important than what one learns is evidence of ability to so order one's mental activities that he can learn that which he sets out to learn and know how to use the processes, aids and resources conducive to effective learning.

$m The mental abilities of teachers should be such as to render them capable of civic and educational leadership among professional men as well as laymen.

6. Teachers should have abiding interest in the enrichmont of their own lives by reading and discussing everyday occurrences in fields such as politics, economics, international affairs, social relationships, literature,music art, science, sports and movies. The points at which these matters have bearing on childrens' broadening horizons are needs to be realized.

7. Prospective teachers should be sufficiently skilled in oral and written expression that they may accurately set forth their own thoughts and aid others to develop the ability to do likewise.

8. Thos desiring to teach should be capable of understanding and extending the psychological, , philosophical and sociological bases of education.A Functional Program of Teacher Education, American Council

on Education, p. 39.

Hi2. Co-operative and Co-ordinated gfffort Id Recruitment

and SeiectiCTfiMany teacher■ edocation institutions admit axqr student she

has a high school diploeaa, Other* have attempted to eet up plans of recruitment and selection with varying degrees of accomplishment. Despite what is or is not being done by teachers* colleges to recruit and select prospects for the teaching profession the plan needs to be a eo-ordinated affair.

In order to facilitate and advance selective recruitnent, part of the responsibility must be assumed by public school people. Such a plan can be a co-ordinated affair between teachers* colleges in different regions and the public school units that colleges serve, and the state department of education.

No one group can assume the sole responsibility of four special groups in recruiting and selecting of students for teacher education. First, the responsibility for educational leadership must be assumed by the state department of education.The state department must also assume responsibility for keeping the profession informed of significant trends which affect teacher supply and demand. Current, accurate information relative to the supply and demand in various sections of the state must be made available to colleges and secondary schools for recruiting and guidance purposes. Second, the responsibility for the recruitment of desirable candidates for teaching rests with the

35teaching profession, naiely, teachers, admlnl strators and super­visor, individually, and in their professional organisations.Third, the responsibility for thorougt education and guidance, supplementing that given in the secondary schools, rests with the teacher education institutions. Fourth, the responsibility for making teaching attractive rests with society, with citisens as citisens individually, and collectively In their communities and in the state and nation.

The recruitment and selection of those who are to become members of our profession may veil begin in the secondary school where estimates of potential qualities of candidates may begin through the oo-operative efforts of public school administrators, supervisors, counselors, representatives of the state department, of education and teacher education institutions. The process of screening which begins i" the high schools should operate continuously throughout the high school and college years and into the profession, and always with an emphasis on guidance.The focal places for screening such as college entrance, entrance to senior college, and entrance to student teaching are places for intensive summarisation of a candidate1 s potential for teaching.

Another screening of prospects ahculd come at the time of admission to college. The gradual screening process should continue through the Junior college years with more definite decisions to

16be made as to suitability for teaching upon entrance to senior college, . Farther evidence of fitness should be accumulated during the senior college period and another point of definite screening made upon entrance to student teaching. The selective process would oontlnue upon entrance Into the teaching profession, and It should certainly be continued for two or three years after work in the field.

The press has a responsibility which it needs to face. Unscrupulous criticises of schools and unfavorable attitudes toward teaching have been publicised In ways that deter young people who night find a challenge In teaching. Parents and teachers have a responsibility In their guidance relations with high school students. School adad.nlstrators have a responsibility In making teaching a challenging, morale building, co-operative role for personnel. In turn, the personnel needs to provide young people with a demonstration that is reflected in their aspira­tions and plans. College faculties have a responsibility in assisting with high school guidance activities in a wgy which provides professional information and an opportunity for inquiry about special interests. State and community concern needs to be aroused so that opportunities are opened to persons who are deserving and promising even when financial problems need to be faced. Organisations need to concern themselves with conditions of employment, tenure, pay and advancement. Teacher education

17institutions need to improve th«ir programs and services as well as thedr relations to schools and thair facilities for student field experiences. In their placement and follow-up programs, they need, to work on recruitment and selection with others liio have some responsibility in the matter*

3. Instruments and Procedures Used in Recruitment and SelectionSatisfactory selection of students for elenentary-teacher

education requires valid predictive measures of teaching ability*At present, no such measures are available, mainly because teaching success depends on such a large number of factors in so many cane* binations that it has been difficult for school people to agree upon measures of teaching potential which could be used as criteria for determining the validity of various predictive measures of teaching success. Before the selection of prospective teachers can be done satisfactorily, much study and experimentation will be necessary. Tat, there is every reason to believe that the wise use of the many measures which are now available, in combination, will furnish a better basis for selection than the use of any one single measure.

There are those who challenge any criteria used in the selection of teachers as having little if any correlation with teaching success* The evidence is on the side of statisticians*

18It should be pointed out, however, that few studies in teacher prognosis have covered a sufficient period of ties to be significant. Furthermore, splinters of evidence if oonsidered separately do not reflect the potential of the total human being* Some of the in­adequacies of instruments and procedures used in the recruitment and selection of prospective teachers may be discerned from reportsmade by Major, Stult, Stump and Sendlford*

7Major reported the results of a study of relatlondiip betweenpercentile rank on The Ohio State University Peychologioal Testand teaching efficiency as judged by the rating of professorsat Denison University, A correlation of *1U led the author toquestion whether the Ohio test measured the type, of intelligenceneeded in teaching and whether our present measurements ofteaching potential are adequate*

Considerable time has passed since the conclusions werereached as reported by Major, and the situation has changed inways which suggest further Inquiry, and by teacher educationinstitutions. Furthermore, so significant a question and onewith such wide bearing should not be submitted to the judgment ofa few professors in a single institution which gives only limited 7-----------

Charles L. Major, •The Percentile Ranking on The Ohio State University Psychological Test As a Factor in Forecasting the Success of Teachers in Training,■ School and Society, HXL (April 30, 1938). P* 58it.

19attention to the preparation or high school teachers—none to elementary. Nor should a single mental test be presumed to be sufficient as a source of data for broad generalisation.

QStult, using data from the teacher placement bureau of tha University of Nebraska compared the scholastic grades of the 100 teachers rated by superintendents as most successful and the 100 teachers rated as least successful and found the former to be higher. Of the successful teachers only 11 per cent had grades below 80, and 19 par cent were above 90$ of the inferior group, one-third were below 80, and 13 per cent above 90. The correla­tion between teaching and scholastic success was plus .3, and insifignifleant.

Stumps gave the Morris Trait Index L and the George Washington Teaching Aptitude Test to 37 sophomores and 61 freshmen at Keuka College and secured an inter-correlation of .35.

Sandiford and others reported the results of a study carriedout at the University of Toronto to discover criteria for theselection of teachers. In the fall of X93h entering students B-----------

Dewey B, Stult, "Scholarship As a Factor In Teaching Success," School and Society, I7L (September 18, 1937), p. 383.

9 Noah F. Stump, "Preparation, Placement and Follow-up- Co-ordinated Processes in Teacher Training," New York State Education, XXV (March, 1938), p. 1 * 6 7 . -------------

20were given a number of intelligence, achievement and personality tests. Each student was Interviewed and rated in various ways and a detailed questionnaire was filled out. From the data collected, the authors reached the following conclusions}

1. Ability of students in teaching is not closely related to Intelligence above that necessary for graduation,

2. Ability of students in teaching is not closely related to achievement in special subjects.It must not be forgotten, however, that while the correlations were low, they were also positive, showing that the good student is slightly more apt to succeed as a teacher than a poor one,

3. Improvement during the period of training is not closely related to intelligence as measured by group tests.

U. If a student has a natural aptitude for teaching, it shows up early,f>. Ratings of students based on interviews

of short duration, even when conducted by a number of raters, are not sufficiently reliable to be used for prognosis,

6, Experienced instructors are unable to seg­regate effectively those who will prove to be success­ful teachers from those who will not.

7, It is easier to select better students than it is to eliminate the poor ones,8, The marks of critic teachers are subject to

variance of individual subjective evaluation. 1°The results of research in this area to date have been

disappointing. The lack of significant recent data is striking*Peter Sandiford and Others, "Predicting Teaching Success,"

Excerpts: Elementary School Journal, XXXVIII (January, 1938), p.327.

21The unsatisfactory and inconclusive findings are doubtless

due, in pert, to the Inadequacy of the scope of studies and the inadequacy of the instruments of evaluation employed. Possibly the low correlations are due, too, in part to the small contribu­tion to the total teaching made by each of the several aspects studied. In general, as results from several measures are pooled, the coefficient increases in sise.

In explanation of the low correlation, tentatively established between teaching success and intelligence, it may be that the function of teachers has been inadequately conceived, and the criteria of success have been too narrowly set. The recant advances in child development, guidance and mental health need to be reflected in the criteria,

Many parents would agree that they would not want a tuberculous, mentally dull, highly depressed, stuttering, grammatically crude, currently uninformed or socially timid teacher. It is therefore, necessary to set up empirically, standards of health, social and emotional adjustment, mental ability, academic knowledge, skills and cultural background as a basis for selection. It is also necessary to seek to evaluate and improve the necessary implements of selection.

In a prolonged study of instruments for selection, a basic policy for recruitment and selection of students for elementary- teacher education might be proposed as a basis for further

validation: First, the present day teaching of children demands aqualified person; second, the primary obligation of the teacher education institution is to society, as represented directly by the school children and their parents; third, a teacher education institution cannot afford to graduate students who are so mediocre in achievement that they are a hamard or a threat to professional standards; fourth, quality is attracted by quality; fifth, teacher education facilities should be developed on the basis of quality rather than quantity; sixth, many students accept needed guidance only when faced with a definite barrier; and seventh, selection by indirection may not always be adequate.

Education is being accepted, generally, as the best assurance for the extension of democratic living. If education is to make this contribution, it becomes imperative that teachers be selected whose teaching is conducive to learning which is consistent with democratic principles. Teachers must be endowed with the same attitudes and habits which they would impress on others. It is economically wise, therefore, both to the young person who desires to teach, as well as to society, for the candidate's influence upon children to be determined with thoroughness before he is permitted to enter the profession. It becomes the obligation of educators to place the stamp of approval only upon young people who exemplify the qualities essential for satisfying living in a

23democracy. Baxter says, "Careful scrutiny of the observed influence of the aspiring teacher upon the behavior of pupils gives premise of assured selection and preparation of persons whose proved behavior exemplifies personal and social living at its best."^"

I4.. Guidance in Recruitment and SelectionIn the recruitment and selection of prospective teachers,

the invitation feu* enrollment in teacher education should be based on known potentials of high school graduates. It is important for high school graduates to know that enrollment in certain institutions may not be feasible when another one is known to have more appropriate offerings far a particular student. This means that high schools and colleges should operate in a manner which will help students in selecting a college or a pros­pective career with discrimination. Prospective dentists do not enter law school; prospective stenographers do not take pre- medical courses; prospective beauty operators do not go to business college; prospective engineers do not enter theological school.But irany of the prospective teachers of today enter college with­out a definite plan or desire to prepare for teaching. The naking of a teacher is a spiritual process, a long growth of finer feelings. The qualities of character which make far a prognosis of professional effectiveness are developed early.

Bernice Baxter, Teacher-Pupil Relationships, p. 1 6 3.

2h

It is, therefore, Important for young people who expect to be teachers to lay the best possible foundation early In their lives. This value of guidance In the recruit went and selection of pros­pective teachers was aptly stated by KTlner who said, "It Is a truism that much waste In society could be saved if the right person could be placed in the right job. More specifically, the failure to get promising prospects for teacher development involvesa double waste since it includes both tbs fixture of beys and girls

12as well as a misfit teacher."By building up the nor ale of the teaching personnel in high

schools, the guidance services rendered to prospective teachers can be improved. Tt is not necessary nor desirable to stampede high school students into teaching. But just because an indivi­dual is a teacher, it is not necessary to lean over backward in order not to influence pupils to consider teaching as a profession. Indoctrination is not desirable, but wise leadership is essential in promoting teaching as a profession. Students who are interested in teaching need help in finding the level cf their own interest and aptitudes.

The positive approach toward getting promising teachers, is seeking to attract to the teaching profession those students who show indications of making outstanding teachers. This can be done ty acquainting them with their own aptitudes, with 15----------Harry Luther Kriner, Rre-training Factors Predictive of Teacher Success, p. 11.

25opportunitiea In teaching, by digniiytng the profession, and by assisting in the struggle for higher pay and better working conditions for teachers. The negative approach for getting promising teachers is not very easy* This involves the task of eliminating through guidance those who are unfit for teaching. Through counseling, testing and other Beans, most students will eliminate themselves from teacher preparation if objective data reveal that thqy may not be suocessful or happy in the teaching profession.

Explanations, sympathetically and sincerely made are in­dispensable in a select!on program, but explanation alone does not always work. Selection based on subjective judgment or objective information separately is not satisfactory. The former is too easily brushed aside, bub both together give the people who are responsible for selection a mare adequate founda­tion far selection. It is therefore, desirable to use both types of information an! to enforce both.

People who are engaged in the education of teachers realize that a selective admission prog ran alone does not assure adequate professional growth in candidates fbr teaching, but selection is the first step in improving the quality of teacher supply. It should be accompanied by a broad guidance program which will operate throughout the pre-eervioe years if the teaching profession is to be assured of c crape tent practitioners.

265* Values Involved In Recruit want. and Selection

It is the utmost importance to the future of a democratic civilization that there come into our teacher's colleges and into the profession the most promising talent of the cocrotry. NO other profession has such a far reaching effect on society as that of teaching* The social order of generations to came and the foundations on which democracy rests will stem from the habits, attitudes aid ideas that children develop under the guidance of the teachers* Since the teacher has a social trust and social duty to perform in the discharge of his work, only promising prospects should be recruited and selected to enter the pro­fession* Any program of selection is likely to eliminate seme desirable prospects, but if the most undesirable people are excluded, the loss of a few likely candidates can be justified*

Many people object violently to the selection of students fcr teacher education* School people and some parents argue that selection is undemocratic and unjust to students and to their parents who have made sacrifices to send their children to school for teacher education* Professors, particularly, challenge selection when no adequate instruments exist for the prediction of teaching success*

What might at first seem undemocratic in the proposed selection of candidates fcr elementary-teacher education can be justified when it is pointed out that the primary concern of

27the public school is the education of children, and the best education that can be had. On the basis of the idea developed in the preceding states* rib and democratically, the welfare of nany cones before unlimited liberty of any one. Whenever the coranon good Is involved, the liberties of the individual must be deferred with due consideration.

The position that opposes selection because of the lack of suitable predictive instruments tenls to leave the problem of finding mare promising teachers unsolved regardless of con­sequences. A better position would be to face the challenge presented by the problem and move toward its solution. Usdical doctors do not wait for the perfect cure for a disease. They try some thing which might help a person who is ill. The same thing could be said far the inadequacy of the instruments and criteria for the selection of prospective teachers. The in­adequacy is not likely to be reduced unless utilization and study °f available measures are undertaken with a view toward improvement •

The progress of civilization depends an the "processes of education. Hi a democratic culture, the fullest realisation of every child's needs and developing potentialities is consistent with the common good. This makes the importance of education in a democracy axiomatic. The avowed puipose of teachers' colleges is to prepare teachers who will make more effective the educative

26process* There is no doubt that a long step ahead in the improvement of childhood education In the nation’s public schools would be contingent on the qualifications of those who present themselves as candidates fcr preparation to teach* Whatever the process of their professional education, the limits of their can potentialities would not be exceeded* Since those who aspire to teach must be competent to accept a social trust, aspiration is not enough* It needs to be matched by adequacy* Every child in a democracy should have the best possible teaching and guidance*It follows then, that every effort to guide the promising pros­pective teachers into teacher preparation is justifiable*

Time and time again, it has been said or Implied that our public schools are the mainstay of the Republic• It is more to the point to indulge in a larger habit and say that education is the foundation of crganized conmunity life* It is a broader and mere significant t ho tight because it comprehends all constructive forces of personal and social development, education in the home, the school, the church, and in the community* The school busies itself too little with thought and imagination, construction and creation, the esthetic and spiritual, and all-round development* These limitations in the scope of public school teaching have been keenly felt, and the feeling is quite general* A movement to reduce some of these limitations began long ago, a movement quite definitely in contrast to the reactionary pressure for a

29

return to the three »R's*« The key to progress in education and to the removal of s cue of the shortcomings and narrowness at the work of the public schools lies in Improving the outlook and the effectiveness of teachers*

6. Influence of The Prestige of The Profession on Recruitment and SelectionIf those ultinntely admitted to teacler education were

chosen because of their potential for and interest in it, they would be Jealous of the standing of the profession* They would tend to look upon teaching as a life's work* They would interest themselves in raising standards, and in securing protection from the unfit and poorly educated* They would face the problem of educating the public to the needs of the schools* Only care­fully recruited and selected personnel can, and will undertake the task of placing teaching on a professional level* This idea was emphasized by Somers who said, "If teaching is to be made a profession in reality, the people who enter it must possess those abilities and those interests which will enable them to live with the ideal of teaching, acquire the technique, realize its purpose and which will insure permanency in the wcrk*"^

Wide open college doors which may or may not lead into teaching give higi school graduates the wrong impression of 33-------

G* T* Sonars, Predicting The Success of Prospective Teachers, p. 2.

teaching as a profession. Only the young people with a fair and better prospect of success should be moouraged or permitted to enter upon an extensive course of preparation for any occupa­tion or profession. It is unfair to the student and even more unfair to the teaching profession and those influenced by it to assume that employment and professional effectiveness await any and all who satisfy only minim m requirements for certifica­tion.

Many professions and occupations challenge the abilities of man through the intricacy and profundity of their problems, bub it is doubtful whether there are any problems more exacting than those met in the effective guidance of personality development, cr any philosophical considerations mare profound than those encountered by one who would assume responsibility for giving direction to individual and social achievenent • Yet teaching as a profession has never been generally regarded on a very high plane. A partial explanation for the lack of prestige enjoyed by the teaching profession may be drawn from the results of a study entitled The Student and His Knowledge. This study was made in Pennsylvania under the sponsorship of the Carnegie Foundation. A report of the study showed that:

31The median score of college sophomores on

the English vocabulary test of 100 words was 52.The engineers In spite of their technical bias scored nearly $6 and the lowest of the non-edu­cation groups made a scare of 50* Tet the 608 sophomore students of education in arts colleges averaged 142*2 and the 559 two year students just starting work fcr elementary school teachers scored 35*9 or 1*1 below the state wide mean.

As compared with a general state wide median of nearly 66 items in the test in English litera­ture three sophomore education groups scored as fallows* Arts college-four year, 6l; teacher's college-four year, 57; and teacher's college-two -ji year, U7— all of them lower than ary other group.

It should be recognized that the information reported in the Carnegie stw$r is not significant evidence that prospective teachers are less capable than students in other professions* But from the point of view of its social significance and of the complexity of its problems, the profession of teaching should be an attraction to individuals who are just as capable as those in other professions•

7* Influence of Supply and Demand on Recruitment and Selection The recruitment and selection of students for teacher edu­

cation through guidance is important, regardless of the over­supply or under-supply of prospective teachers. During the periods of over-supply, or under—3upply, many prospects who manifest interest may need to be diverted into other fields as

21The Student and His Knowledge, The Carnegie Foundation

for The Advancement* of Teaching, p. 355*

32interest, alone, Is not the sole determiner of a person's teaching aptitude. )fcuy promising students nay also have hidden interests in teaching which have not been manifested*Hii such instances, a program of recruitment and selection tiro ugh guidance could help bring those Interests into the open*

Regardless of the ewer-supply or under-eupply of prospective teachers, mary of the prospects may find difficulty in choosing the fields and levels which are suitable for their aptitudes and aspirations* Oder such circumstances, recruitment and selection can make a worthy contribution* Whether prospective teachers are scarce or plentiful, recruitment and selection should operate in a way which will supply the teacher demand with the most promising prospects available* Furthermore, these prospects should be potentially capable of functioning as teachers* This is true because the educational guidance of rising generations should be entrusted only to those people who can perform effectively as teachers*

There is another reason fcr instituting a polity of recruiting and selecting students far eleme it ary—teacher education* This reason is in the demoralizing effect of the rapid shift from a serious teacher shortage in certain fields to an equally serious over-supply of teachers in other fields, and the makeshift arrangements for equating the supply to meet the current need*

33Educational leaders of this country need to develop plans that will maintain better adjustment between the supply of, and demand far teachers If standards are to be maintained and advanced. Such an adjustment means an increased amount of control by states over the number of new teachers to be prepared for particular teaching fields each year.

COPTS* III

REVIEW OF LITERATURE ON RECRUITMENT AND SELECTION OF STUDENTS FCR ELEMENTART TEACHER EDUCATION

In order to improve the clarity of reading, Chapter III has been divided into tiro major parts which are developed, historicallyby decades.

The first major part is a review of literature on the recruit­ment of students for elementary teacher education. This major part is developed, historically by decades, starting with 1920 and continuing to the present.

The second major part is a review of literature on theselection of students fcr elementary teacher education, andfoil cm 3 the same plan of development as part one.

(Part Che) RECRUITMENT

Research from 1920 to 1930

Between 1920 and 1930 very little if any research was done in the area of recruiting students for elementary teacher edu­cation cr any other phases of the teaching program. The Education Index for these years listed two references on recruiting prospects fcr teacher education. Ghe of these references was published in Times Educational Supervision, 1929, a British Periodical.

3U

35The other reference was published In the Weir York Society fcr Experimental Study of Education, proceedings, 1927* Reviews of the publications were not made because they were not available.

Research from 1930 to 19U0

3b the decade of 1930 to 19l*0, the question of hoir to recruitpotential candidates for teacher education began to be recognizedas a problem in the area of teacher education.

At the 1930 annual conference of the American Association ofTeachers* Colleges, one section was devoted to the question ofhow to regulate the supply and demand of teachers and at thesame time improve the quality of candidates for teacher education.At this conference it was pointed out that teachers* collegesover tie country were overflowing with students. The applicants

15for admission far exceeded the number that could be accepted.The first years of this decade were ttB ones marked by the depth of the great depression.

Despite the situation, members of the conference felt that there were anple reasons for a vigorous campaign to attract not just more students, but the best potential teachers. 53-------"How can We Ibduce a Satisfactory Par Cent of the Best Potential Teachers to Undertake Preparation far This Service," Ninth Yearbook of The American Association of Teachers* Colleges,1930, p. 30.

John Burke, a member of the conference saidsIfeving a larger number of applicants than

we can possibly accommodate shoes that we have not made special effort to emphasize the opportunity which we offer to high school graduates* This is undoubtedly a poor policy because we have an over­supply of candidates, who have not nade sufficient effort to improve the quality*16

At the conference, four lines of action were proposed which could be taken to improve the quality of human material for teacher education* The recomendations were based on a question­naire study made by the American Association of Teachers* Colleges The lines of action proposed were as followsr activities looking toward co-operation from public school superintendents, principals supervisors and high school teachers; publicity through printed word; the influence of high school advisers and vocational guidance; and organized effort by faculties of teacher educationinstitutions to interest the best potential teachers in pre-

17paration for service*The problems involved in recruiting and selecting teachers

are closely related to the problem of adequate initial educationof teachers. J&i connection with this idea, Van Duyan nade thefollowing statements at the national conference of superintendents 15---------

Ibid*, p* 30*17 Ibid., p. 31*

37in 1932t

The problems involved in the training of teachers depend, for their solution, largely upon teacher training institutions. Little progress has been made by training institutions in the development of techniques far selecting candidates far training, but institutions are at work on the problem. Uuch also remains to be done in the organization and administration of training courses. Evidence of this is to be found in the fact that there is great variation in the training courses offered by different normal and teachers* colleges, both in professional and academic fields, and in the additional fact that recent studies show bub little correlation between the actual progress of .pupils and the professional training of teachers

In 1933 when taxpayers * associations were passing resolutions, net only demanding salary reductions, but attacking bitterly the major objectives of public education, services that represented the most vital element of the curriculunr-health, mental—hygiene clinics, playgrounds, kindergartens, art, music, and manual training-^rere the first to feel the budgeting ax.

Teachers and administrators were waging a determined battleto save education from retreating to a position of caring onlyfor literacy and the traditional "three R*s." The forces infavor of educational advance, at the time when education shouldhave been leading the fight for the rehabilitation of our be- IB-----1rover van Dvyan,"Recruiting, Training and Selecting Teachers," Official Report, Department of Superintendence, February, 1932,' p. 229.

38.rildared people, were handicapped by the fact that the position of teachers in the public eye was so unstable, so colored by the lack of confidence in the teacher*s basic ability, that legislators and lay committees turned to people other than teachers for advice on education*

19It was the opinion of Townsend that teachers themselves must shoulder part of the blame for public hysteria and public repudiation of education in the time of emergency. He felt that even a drowning man would not throw away his life preserver if he believed his life preserver was worthy of the reliance placed upon it. He felt that the reason fcr the poor respect paid to teachers and the teaching profession at the time mentioned generated largely from the fact that teachers were for the most part • cross section of the American population, except that apparently, fcr considerations other than professional, an overwhelming majority were women. 2h only a small minority of the forty-eight states was there any publicly established policy for the selection of applicants to the teachers' colleges maintained at state expense, except that the applicants be graduated from high school.

In a bulletin on The National Survey of Education of Teachers, published in 1933* the following statement was mde concerning 15---------Ernest Townsend, "lfental-lygiene and Teacher Recruiting," Cental Hygiene. XVII (Februaiy, 1933), P* 598.

39teacher personnel In the Lkilted States:

State offices of education and all agencies which are responsible for the preparation of teachers will be compelled to estimate in the most accurate manner possible, the rate at which qualified unemployed teachers may be absorbed into the schools and what is even more important, the number of teachers for each school division and far each subject and each type of work who will be needed over a period of ten years#20

It was pointed out In the Biennial Survey of Education, published in 1932 that considerable discontent had been expressed in the past with the quality of human material presented to teacher- preparing institutions for training* It was stated in the surveythat:

Not only selective admissions, but also guidance extending into the high school with the purpose of inducing better students to enter the profession of teaching as well as discouraging the entrance of the unfit are being advanced, aid in some institutions, especially, in municipalities such efforts are being rewarded ty the attainment of higher general levels of native ability and of preliminary preparation of the student body*21

In the decade of 1930 to 19U0, the ethics practiced in recruiting students for higher education were somewhat question­able in many institutions and areas of the country* The undesir­able results of dishonest practices were brought out in an article---- 55------

Edward S. Evenden, Gty C* Gamble and Harold G* Blue,"Teacher Personnel in The liiited States," National Survey of The Education of Teachers t Bulletin No* 10, 1933* P* 7h*

21"Professional Education of Teachers," Biennial Survey

of Education. Bulletin No* 20, 1932, p* 537*

ho

on the recruiting problem In the Journal of Higher Education in 1932.

Desirable students have been kept from registering In one college by the near slander of a recruiting officer representing another college. Scholarships have been waved before {much—sought—after freshmen and many of the doubtful practices of big business hay© been employed to enlist a freshman class .^2

In an article in School and Society, May, 1932, Smith^ listed three ways of improving teaching personnel. Che of these ways which has implication fcr this study 1st by searching for prospective teachers who give promise of becoming genuine teachers, interested in studying individuals and making themselves construc­tive ibrces in organising and leading groups of young people.

Smith‘d* also reported that the best teacher education schools were strongly in favor of carrying their study of candidates back intc the ear^y part of the high school or even into the elementaiy school, laying special stress on personality. This was to be done in whole—hearted co-operation with secondary and elementary school faculties. It was felt that such action would provide candidates

52"The Recruiting Problem," Journal of Higher Education,

VII (October, 1932), p. 395-23 Prank W. Smith, "Trends in TeacbB r—Training,u School

and Society. XXXV (May, 1932), p. 661.2U

Ibid*, p■ 66U.

ip.an opportunity to study the requirements and implications for teachings, and should bring about more co-operative effort a in recruiting teaching farces with teaching personalities that will multiply the nunfcer of naster teachers* Threlkeld said, "Why not face the matter squarely and tap the root from which many of the deficiencies in education emanate, namely, the kind of pros­pects who entering the teaching profession*"^*

In the December, 1933 issue of the Journal of The national Educational Association, a proposal was made for high school students who were looking forward to teaching as a career, to get together in an informal, group with sane of the best teachers in the high school to consider their common aims* It was suggested that such groups be organized under the name, Future Teachers of America* The name proposed for the organization was a deliberateeffort to create through careful planning, an organized movement

26for the development of teaching prospects with high ideals*The purpose of the Future Teacher Movement was not to increase

the number of young people who enter teaching, but to encourage only those to enter who in aptitude and personal character offered the best promise of becoming worthy teachers* The following idea

55 Hilda Threlkeld, "The Next Step Toward Better Teaching," School and Society, XXXVIII (August S, 1933), p. 175.

26 "Future Teachers of America," National Education Association Journal, XXV (December, 1936), p* 287*

U2illustrates the simplicity of the plans Son® interested teacher was to bring together the students who were interested In finding out more about the teaching profession. This was to be done by personal invitation after individual conferences had disclosed interest in teaching, cr a general invitation was to be extended to an entire class. The purpose was the development and the recognition of traits of service, scholarship, sociability, character and leadership in pupils who planned to be teachers.It was pointed out in this article that a leader in the Future Teachers of America Movement was at Laramie High School in IGfcroming* ?

The organization referred to here has survived and flourished to this day, and is still making a definite contribution to the recruitment and encouragement of worthy prospects*

Research from 19U0— —

In 19U2 Elias sen quoted a college student and referred totxic basis of that studerit *s decision:

"No, I have decided not to become a teacher although that is what I originally planned to do."The writer asked why this change in attitude. The reply was that certain high school teachers by various demonstrations of dislike for teaching had

27----------Ibid.,pp. 287-288.

U3made this student consider teaching an un­desirable life calling* Now it will take a lot of convincing to change this student'a attitude toward teaching* The unfortunate thing is tta.t the teachers who had influenced this student were in all likelihood unconscious of the damage that they had done**o

Eliassen^ pointed out that the attitude of teachers toward teaching, their teaching ability and their life philosophy, either attracted students to the profession or repelled them* Too often teachers paraded their minor grievances with their job before their pupils instead of pointing to the large objective of service in a great cause.

In an informal inquiry made with two large sophomore classes in elementary education, Zirbes^0 asked the stuients to react to the following question* What if any difficulties, obstacles or discouragements had something to do with your choice of a teaching field? Ih response to this question more than L*D per cent of the students mentioned that they had been advised against the elementary field by teachers* Many referred to such advice or persuasion by

2gR. H* Eliassen, "An Open Letter to High School Teachers," School and Society, LVI (November lit, 19k2)* P* U71*

29 Ibid*, p* 1*72*30

Laura Zirbes, Teachers far Todays Schools, pp* U7-U8*

hh

their high school teachers* The students made it clear that many of their acquaintances had been dissuaded from going into teaching by the things people said about schools, by contacts with dis­gruntled or salad j us ted teachers, by propaganda in favor of other colleges, curriculums or other "types of work.

Recruitment of students for teacher education is a problem which received very little attention by the teaching profession between 1920 and 19U0. Ch the contrary the problem of limiting teacher supply engaged the attention of educators fcr the decade ending with 191*0. With the beginning of World War II and since, the acute shortage of teachers brought the problem of recruit- nent to the front, especially the recruitment of prospects for elementary teaching*

In 19U2, Haggard stated, "What teachers* colleges desired most in recruitment, especially in states where graduates of accredited high schools nrust be admitted to public institutions of higher learning, was the direction of more superior young people by high schools into teaching

In some states, plans of selective admission are in effect, which better enable teachers' colleges to realize their major objectives. At any time selective admission is mere satisfactory

31W. W. Haggard, "Teachers* Colleges Want Recruits," Nations Schools, XXX (October, 191*2), p. 1*2.

1*5than elimination, but it cannot be accomplished in all quarters.

A well planned program for recruiting prospective teachers32was the one developed by Herlinger, superintendent of schools

at Mt • Lebanon, Pennsylvania. The procedure followed in thisprogram as described by him involved active interest of thesuperintendent of schools, co-operative work in recruitmentbetween the high school and school administration, investigationto find the reasons why high school seniors were or were notinterested in teacher education, organized ways of presentingteaching as a profession in an un—biased fashion to high schoolstudents through the guidance program and other means* Her lingerconcluded that, "The best girls graduating from high school canbecome interested in teaching if the profession is presented to

33them in an intelligent manner*"As a result of the experiment carried on, Herlinger

recommended the following points far a recruitment program*1* A standing committee on teacher recruitment2* A teacher recruitment program as a part of

the guidance program3* The organization of a Ftittre Teachers ClubU* Adviser teachers fcr students, starting with

Harry V. Herlinger, "And Gladly Teach," Occupations,XXII (December, l Ui*), p* 11*9•

33 Ibid*, p* 150*

U6the twelfth grade* This adviser Is In addition to the hone-room teacher*^

It is practically impossible for college public relationspersonnel to Interview more than a small per cert of prospectiveteachers during the summer time* Beau said, "It is the job ofpublic offlc la Is-federal, state and local—as well as parents todevote themselves to an active program of recruiting prospective

35teachers*" ^The acuteness of the problem of recruiting prospective

teachers was emphasized by Beau through the following questions and statements*

How many people would permit a high school graduate to operate upon them far a physical ailment cr set a bone in the case of a broken leg? It is just as dangerous and detrimental far parents, school board members and administrators to permit high school graduates who have no teacter education to mold, direct and educate young people of the nation* Does It seem reasonable that there should be sufficiently qualified and educated teachers far high schools and colleges and not the elenenbary? The answer is better salaries, better living conditions, more prestige for elementary teachers, and there will be plenty of theaw3°

A statesmanlike approach to the recruitment problem with school staffs uniting their efforts with those of staffs of

3E Ibid*, p. 150.35

F. A. Beau, "Teacher Recruitment,n Peabody Journal of Education* XXII (September, 2Sh5), p* 81*

36 Ibid*, p. 82

hi

teacher training institutions and lay organizations can con* ceivably have an invigorating and constructive Influence in the years ahead* The task of recruiting able prospective teachers within each high school merits the attention of all principals and teaching staffs*^

According to D e n t3® Great Britian as well as the Ikiited States suffered a tremendous teacher shortage during World War II and since* Most of the recruitment of prospective teachers in Great Britian was from the armed forces and other branches of national service* The conmLttee in charge of recruitment recommended that students so recruited be regarded as teachers in the fullest sense.

Stiles^ recommended., first, a positive program of recruit­ment of students especially well qualified for becoming teachers vrhich should be carried on by universities in order to insure society the best possible teachers for youth. Such a program should include* information concerning the teaching profession and the encouragement of superior high school students to choose teaching as a profession, Scholarships for needy but capable

37"Recruitment for Teaching," School Review, LVIII

(November, I9h$)t p* 505*^ H* C. Dent,"Recruiting Teachers in Great Britian,"School Executive, LXV (October, 19h$), p* 5>6*^ Lindley J. Stiles, "Recruitment and Selection of Pros­pective High School Teachers by diversities," Educational

Admini st rati on and Supervision, XXXII (February, p • 121*

UBstudents who desire to be teachers, orientation ccurses and group and individual guidance to lower division stuients about the opportunities of teaching, helping students who are considering teaching determine their own fitness for teaching. Second, the university should assume the responsibility of selecting those students who are to be admitted to its program of teacher edu­cation. Selection should begin when the student enters the university and continue until the student is certified to teach.

Trabuek® reported that -well-illustrated posters had greater influence on attracting students into teacher education than factual material about the teaching profession. Data indicated that there were important differences between the reactions of high school girls and boys toward recruiting material. Measur­able differences were evident between the reactions of city and town seniors. The pamphlet, booklet, or folder that will attract girls from small towns and rural high schools may not be as effective in attracting boys or girls from city schools.^

Although factual material may be desirable reading far one who is about to make his final decision in his life's work, it is decidely less effective than attractive pictures of childrai So-----

M. R. Trabue, "Printed Material in Recruiting Students for Teacher Education," Journal of Educational Research, XL (May, 1?U7), p. 651.

I4I Ibid., p. 651.

h9

and well-e»ritt*n personal-interest approach** in attracting seniors to teaching. To stimulate an emotional interest in teaching rathar than to supply ecmplete information about tha profession seems to ba the first step in recruitment.

According to an article by Douglass and Elliot,^ public education will defeat its own purpose by continuing to rely on "emergaicy" teachers to carry the load when the "national emergency** haa been terminated. They felt that fully trained teachers must occupy all positions in order to Insure tha fulfill - ment of the purposes of public education. The combination of increased need and decreased supply nay ba tha final straw which will cause a breakdown of tha whole educational structure. In order to eliminate tha difficulty there appear only two possibilities. Either those parsons who left tha profession must be enticed to return or many more young people must ba educated for the teaching field. It is the clear-cut duty of counselors, principals, and superintendents to point out to capable young people the attractive features of the teaching profession.

The means of recruitment at our disposal named by Murrayare: “the radio, press, stage, screen, the school itself andthe teachers."^3 He said, "The prime ingredient in the recruitment ---- ng-------Harl Ft. Douglass and Lloyd H. Pilot, "The Crisis in Elementary Education," Elementary School Journal. XLVTII (December, 19U7),p. 210.

^3 Thomas F. Murray, "Join The Teachers and Be The World," The Nations Schools, XL (December, I9U7 ), p. 28.

5oprogram is the appeal made to the individual in terms of adven­ture, fame and fortune."^1

Weaver listed a number of things that teachers can do to recruit candidates for the teaching profession* These wares

Be a successful person.Participate intelligently in community life as

a teacher and a citizen.Be professional. Prospective teachers are often

discouraged by teachers complaining about supervisors and principals.

Vole e-up the good points about teaching.Be optimistic about the future.Show pupils that teaching is a profession.Help organize a Future Teachers Club.Help arrange financial assistance for the more

wjrthy and needy prospective teachers.Help pupils make a study of the teaching profession.^

As a means for determining the extent to which schools giveattention to the problem of recruiting students for teacher edu­cation and ascertaining methods used, a study was made by the Pennsylvania Association of Deans of Women through their nine convention districts into which the entire state is divided. Aquestionnaire on practices was prepared and distributed to the — ------------

Ibid., p. 28.

Vivian Weaver, "How I, A Teacher, Can Inspire My Pupils to Enter The Teaching Prof ess ion," The Bulletin of The National Association of Secondary School Principals, BOlIT (April, 19UB),Up. 205-2 0 7.

schools of Pennsylvania. When a report of the results of the survey was made, each convention district was encouraged to hold meetings of high school and college representatives, at which time plans would be discussed for the development of a co-operative program for teacher recruitment for the entire state.^

According to Thompson the approach to recruitment mu3t bedirect, and through the following channels* Personal appealmade by the teacher in the farm of action with pupils, educationalalacrity of the teachers, and inspirational ability of the teachers

hSArmstrong summarized the recruiting activities at Mankato State Teachers College as possibilities for practice. This summary included: Sending college catalogs to superintendents and highschool principals, distributing the yearbook to high schools, special leaflets, news releases, guidance conferences with high school seniors, college students accompanying st ff members on recruiting tours, having high school principals submit lists ofprospective students, and the college writing these candidates.

------"School Practices in The Recruitment of Teachers," The ulletin of The National Association of Secondary School Principals(6ctober7 l'SU TT"

1 7J Nellie Z, Thompson, "Responsibility for Teacher Recruitment bulletin The National Association of Secondary School Principals, X3dEI (October, 19ii&), p. 09.

Grace Armstrong, "The Problem of Recruiting Activities," eachers College Journal, XIX (March, 19U8), p. 99.

In a survey made by ELiassen and Martin on teacher recruit­ment between 19M* and 191*7 the following conclusions were reached

Recruitment is a co-operative venture.Correlation studies do not show high predictive

value in determining later teacher success.What constitutes teacher success is only partially

answered.Testing and experimentation with teacher recruit­

ment is too atomistic.Too many people still feel that teaching is the

other person1 s job.The best potential teachers are not reached.Superior teachers should be given public recognition.Pupils compare what they see from day to day in teaching with what they see in movies regarding nursing,

medicine and law.It may be just as important to find what pre-

service factors are not related to teaching as those that are.

Improved salaries will not solve the problem.Whether the right kind of men and women will be

recruited and selected for teaching will depend in large measure upon American culture and civilization.

A nation with concern for its future cannot sit idly by and see children deprived of good teaching.

The advantages of teaching far outweigh the di s ad vant a ges. 9

h . Eliassen and Robert L. Mart in, "Teacher Recruitment ufi Selection During The Period of 19ki| Through 19i*7, Journal of Sineational Research, XLI (May, 19U8), p. 653.

53In order to lessen the teacher shortage in elementary schools,

the editor of the Elementary School Journal recommended action along the following lines:

Determine the number of teachers needed over a period of years.A vigorous drive in each state to eliminate the

factors known to have deterred young people from entering elementary teaching.

A drive in each state to increase financial support for schools.State wide conferences of lay educators to plan

a program of action.Intensive selective recruitment campaigns.Effective guidance both at high school and college level.Redirection of young people now enrolled in

secondary teacher preparation.Help the public understand the importance of elementary education.50

Some specific proposals made by the Michigan Association ofSchool Administrators for meeting the shortage of elementaryschool teachers were: school a<tninistrators follow through onto oh matters as scholarships, special awards for elementaryteaching, increase the attractiveness of elementary teaching,develop interpretative material for use among high school students. 55---------

"Teacher Recruitment," Elementary School Journal, XLIX (December, 19^8), p. 189.

$k

Proposals for colleges and universities in Michigan to follow through on were: Divert prospective teachers from secondary-level to elementary, increase guidance service to college fresh­men , and examine and consider the development of the single

51curriculum in teacher preparation.As pointed out in a 19h9 issue of Childhood Education,

/

"We can talk until doomsday about the importance of the right kindof guidance for children, but what is the use unless there issomeone to guide them. Talent for teaching is available if itcan be found and nurtured.

Isabel Stephens said,"The answer to the critical shortageof teachers and particularly the desirable one lies in anapprenticeship program where the student gets real experiencein working with c h i l d r e n . T h i s apprenticeship program is nott-> be confused with the present day student—teaching program. Iti s somewhat similar to the plan of becoming a doctor of medicine.The apprenticeship plan as proposed would include both recruitingand selection of students, but from among graduating collegestudents. The pre-requisite for entering such a program would be ----------

"Finding Teachers for Our Schools," The Elementary School Journal, XLIX (April, l?u9), p. 1:31.

52 "Talent Search," Childhood Education, XXV (January,L9W, p. 195.

53 Isabel Stephens, "Finding and Making Teachers," Journal of The American Association of University Women, XT.TT (June,i9:.9T7------ :---* -----

55graduation from a teachers or arts college. In other words, It is proposed that the theory of teaching is learned through the process of working with a master teacher and directly with children. It is at least questionable to postpone real experiences with children for so long and to separate them from professional course work.

In a study conducted by Fox and Richey on the teacher short- ape, two approaches were used: First, information was collectedfrom first semester freshmen who planned to be teachers in order t-' determine why they chose the teaching profession. Second, information was collected from those first semester freshmen who riid not plan to teach in order to find out why they did not consider teaching or discarded the idea. From the results of the investigation, Fbx and Richey^1 drew up specific recommendations for recruiting prospects for teacher education. Some of the recommendations made were: More students should be encouraged'o ^ive consideration to the teaching profession* Teachers should provide more assistance to students in helping them select - vacation. School people should make every effort to provide oxporience of a teaching nature for students. Teachers and administrators should strive for personal freedom of action 5H----------William H. Fox and Robert W. Richey, "Some Suggestions ror Solving The Teacher Shortage," Journal of Educational Research, XL IT I (November, 19k9), p. 226.

which would be commensurate with that accorded any other respect­able individual within the coiwnanity where they live and work.The teaching profession itself has an integrity to maintain in regard to its opportunity for service.

According to an article by Blake^ the teacher has three special opportunities for inspiring pupils to enter the teaching profession. These opportunities are: Contact with young mindsand ideas, the virtual and unlimited expansion of the four walls of the classroom, the use of the latest electronic and optical instruments, and the modem tools of education.

In a review of the work on teacher recruitment by TheAssociation of Childhood Education, Heinig pointed out that its

vi ties involved the following areast "A study of the need,publication of the need, a study of why the shortage, compilingrenorts of state-wide needs and sending them to parent-teachers-’s ooiati ons, planning ways to help recruit teachers, offeringscholarships, and organising a speakers bureau of its own members.”

hvByers surveyed 313 secondary schools in thirty-eight states rx----------

Raymond Blake, ”How I, A Teacher, Can Inspire J'Jy Pupils to ^hier The Teaching Profession,” National Association ofSecondary P~inclpqls Bulletin, JXXJ.11 (October, 19ii9T, p. lOU.

Christine M. Heinig, ”AAUW and Teacher Recmitment,”To 'rnal of The Association of University Women, XLTTT (April,VKnT, p. 1^97

Loretta K. Byers, "High School Recruitment of Elementary "^achers,” The Clearing House, XXV (September, 19^0), p. 111.

£7to determine the statue of recruitment of elementary teachers in these schools. It was found that some hi^i schools were developing significant programs, yet recruitment was still in a pioneer stage.A few high schools also indicated ignorance of the crisis in e1 ementary education. Others failed to recognize the shortage of el ementary school teachers as a problem to be considered by -f -ondary school people. As a result of the stucty it was con— eluded that need existed for a synthesis of effort in recruiting practices, and also a need for an analysis of the teaching profession, and for improvement of the stacus of the teacher, both personally and professionally.

Klausmier said:A program designed to secure greater numbers

of mare competent elementary school teachers requires institution of wide planning and co­operation in order to determine the most effective orientation activities, guidance and advisement procedure, general education offerings, major-minor patterns, professional education offerings, criteria of selection, and prestige building activities.^”

Michael pointed out,If the high school principal contributes

to recruitment and education of prospective teachers, he will have to keep in mind the place of vocational guidance, the influence of the faculty, the place of educational guidance, the supervisory function, the pre- service training of the faculty and the value of an exploratory course in teaching.59

----- T?----------Herbert Klausmier, "Can More Elementary School Teachers Be > soured from The Current College Enrollment?" The Journal of Teacher education, II (March, 19^1), p. Ik*59 R. E. Michael, "What Is The Principal's Role in The Recruit--PTit, ,«?nd Training of Teachers?" Bulletin of The National Association—1 ^condary School Principals, XXXV (warFR, i9bi), p.

The published reports do not exhaust possibilities. Pros­pective teachers themselves could certainly render a significant service in making helpful contacts with students in the high schools from which they came. High schools could provide their seniors with occasional service contacts in elonentary schools as a basis for exploring their aptitudes. Successful beginning teachers could share their impressions with groups of high school seniors and seniors in special guifance conferences. Colleges ~o'Od arrange special campus contacts by which students who nri.f£it be interested in teaching could meet student teachers and faculty ^embers who could answer their questions and give them sound '^formation as a basis for their attitudes toward teaching, ’‘"ovrsnaners, magazines and other mass media could picture the worV of the successful young teacher of today as the fine high calling which it really is for many who go into it and make good. Professional people could provide the case records and locate the "■’oopl e whose success stories could make fine copy and good pictorial con+.ixre material. All these suggestions have precedents, but -■hoy rtoed to be followed by more people >ho realize the importance ~f attracting fine young people to a field of significant personal - ti sf action and social service.

(Part Two) SELECTION59

Research from 1920 to 1930

Buckingham did a study in 1929 on the supply and demandof teachers in the different states. The study showed that thosewho were responsible for supervision and administration of teachereducation in particular states were not always aware of the sizeof their job. As a result of the investigation he recommendedthat, "Some centralized agency in each state be made responsiblefor collecting and distributing information on supply and demandof teachers to the different teacher education institutions, and

60recommended the state department as the logical agency.*In a study on predicting teaching success, Madsen concluded

that four measures had real value. These measures were: "Generalintelligence, school record before entering normal school, record ^de in normal school and rating of teaching ability in training ^chool.^-

In 1927 New York State initiated a program for the selection of prospective teachers far the elementary schools. The criteria 55------

B. F. Buckingham, "Research in Teacher Supply and Demand," l&iucational Administration and Supervision, IV (April, 1929), p* 299.

61 I. N. Madsen, "Predicting Teaching Success, Educational Administration and Supervision, XIII (January, 1927), p. iiV.

60used as a basis for selection were* High school ratings, subjectrequirements, high school principal's and superintendent's

62recommendations, and a physical examination. It was hoped by the people who worked out the program for Hew York that careful scrutiny would be given to the problem of selective admission until guess-work would be reduced to a mini mum, and reliable procedures established and used effectively.

In 1928, Linshied^ summarised the progress that had been made in a period of twenty years by teacher education institutions in the selection and admission of students to teacher education*He recommended that students meet the following standards far admission to teacher's colleges» Graduation from an approved hif h school, rank in the upper fifty percentile of the graduating class, evidence of good moral character and personal fitness for teaching, good health, more than average intelligence as revealed by high score on an intelligence test or a psychological examination*

Research from 1930 to 19^0

In a report of a study carried out by the State Board ofEducation in Connecticut, it was recommended in 1930 that an -----52------Ned H. Dearborn,"A Program for the Selection of Prospective Teachers far Elementary Schools in New York State, Educational Administration and Supervision, XIV (January, 1928), p* 15*

A. Linshied, "Twenty Years of Progress in the Selection and Admission of Students in State Normal Schools and Teachers Colleges," Addresses and Proceedings of The National Education Association, LXVT(i92 f), p. B7i•

61applicant for admission to teacher education should not be accepted if the applicant scored fifty-nine or below on the Thorndike Intelli­gence Test. In addition, it was proposed that an exhaustive study should be made of any applicant whose score fell between sixty and eighty-nine. Other reconmendations made by the State Board of Education in Connecticut were: Exhaustive use of general informa­tion tests and teaching aptitude tests, ratings by three members of the high school faculty where the applicant graduated, objectivity in grading normal school students—in other words standards of attain­ment should not be lowered for weak students. Students should be held to the level of their own ability, and future plans should be made to isolate and measure the qualities essential to success­ful teachers.^*

At the meeting of the American Association of Teachers*Po'Heres in 1930, three speakers discussed the problem of selecting students for teacher education. In general, it was recommended that the following requirements be met for admission to teacher education: high school graduation with certain require—"ients as to subjects, a statement from the high school principal f-iving comparative standing of the student in class, a certificate of moral character, recommendation by the hi^i school principal nnd the superintendent that the candidate be admitted to normal 5U--------

"Selective Admission to Norma! School," The Elementary School Journal, XXXI (October, 1930), p. 83.

62school, a rating on a personality scale by the principal and adviser, a declaration of the candidate's intention to teach, participation in admission procedure and passing a physical examination by a physician selected and paid by the state,^

For the period of 1930-1931, the first year in which the State Teacher's College at Buffalo made a scientific study of its selective policy, applications for admission were considered only from candidates who made an average of seventy-five or better on the State Regents Examination, This was ten points higher than the score required for high school graduation. In addition to the requirements made of prospective teachers on the Regents Examination, other standards were required of applicants far admission to teacher education in this institution. It was found that stringent requirements for entrance to teacher education increased the number of applicants at Buffalo, and at the same

66time interested a superior type of students in teacher education* Frasier pointed out that:

The purposes of selective admission to teacher education are two—fold. The first is to limit the number of students entering teachers college, thus indirectly limiting the number of teachers entering the profession. The second purpose is to secure a better type of student for teacher education,^?

"How Can We Induce a Satisfactory Per Cent of The Best Potential Teachers to Undertake Preparation far This Service," National Education Association, Proceedings of The Sixty-Eighth Annual Heeding, LXVlT, 1930, p* 828.

^ "More Rigid Si trance Requirements for Teacher Training institutions," School and Society, XXXIV (November 21,1931), P. 703.^ George Williard Frazier, "Selective Admission of Students:

Its Philosophy," Journal of The National Education Association, XX■'7;.;cember, 1931), p, 3^1*

63

In the spring of 1932, at the State Teacher*s College ofSnn Diego, California, a committee of faculty members wasr:-'-. I'-ited to institute a plan for selecting students to upper-division teacher education. The committee recommended the followingi eps: Each student must apply for admission In the second semester>f the sophomore year; the applicant would be given at the timeof application, a physical examination by the college physician;the applicant would furnish the committee a list of three namesof the faculty members who knew him well; the applicant wouldhave a personal interview with each of the five members of thecommittee; the complete college record would be compiled andscrutinized by the committee. On the basis of informationrelative to all the foregoing points, the committee would decidewhether the candidate was to be admitted, disqualified withremedial suggestions or completely disqualified.

Some of the common techniques used in selective admission tot^n^hers1 colleges as outlined by Irving were:

A minimum score was required on an intelligence test.A single measure rather than several independent

measures of each variable considered at admission was commonly regarded as sufficient to indicate the status of the applicant in the variable.55-------W. Ault, "The Selective Admission of Candidates for Upper—

division Teacher Training," Educational Administration and Super- vijsion, XTX (December, 1933)7~p7-7o5V

6USelective admission implied a single act or

decision occurring at a particular point in the student's life rather than a continuous process extending over a period of years.

It was usually assumed that the teacher's college had the sole responsibility in the selection of its entrants and the applicant does not participate. 6?In 1932 Irving ^ recommended several major principles to be followed

'■n selection which would improve the techniques used. These 'TT rtalples were: The guidance program of the teacher's collegeshould recognize each a pplleant as an unique individual; the instructional program should replace the average student with the individual student; the teacher's college, the applicant, the high school and the employing superintendent should co­operatively participate in selective admission; semester scholarship averages, personality ratings and the like should supersede the final average four year rating.

C. C. Swann stated that:Teachers' colleges needed more co-operation from

public school people in carrying out an effective program of selecting prospective students for teacher education. In return teachers* colleges needed to give more co-operation to public school people with the problem of selecting students for teacher education.^-

5?------- 'Harry W. Irving, "Selective Admission: Its Techniques,".Journal of The National Education Association, XXT (January, 1932),~ it: -------------------------------------------

70 Ibid., p. 12.^ C. C. Swann, "Selecting The Best for Teaching," Journal of The National Education Association, XIII (April, 1933), p. lib*

72Hertzberg concluded In a report of a study conducted at Buffalo State Teacher's College in 1933, that people possess some personality traits which neither guidance or training can alter, qnd if these traits are intimately related to success or failure as a teacher, certainly, prospects possessing such characteristics should be considered very seriously in an admission program. For example, dwarfed stature, marked foreign accent, and malformations contribute to the sum total of an indi vidual's personality and Tight cause a person to be unfit for the teaching profession.

In a survey of all articles and books dealing with pre- training selection of teachers for the years of 1932 and 1933, Eliassen drew conclusions as to the trends for improvement of teaching personnel. These conclusions were classified into five major divisions: "First, more careful pre-training selection and guidance of candidates for teaching; second, selection of students eligible for practice teaching; third, lengthening the period of teacher training; fourth, scientific evaluation as to what con­stitutes teaching success; fifth, raising of standards of teachernr e par at ion. 75---------Oscar E. Hertzberg, "Bnotional Stability as a Factor in"eacher's College Admission and Training Program," EducationalAdministration and Supervision, XII (February, 193377P- lW.

73 0. H. Eliassen, "Pre-Training Selection of Teachers," Sd'icational Administration and Supervision, XX (September, 193U),

>i52.

66Donovan and Jones^ concluded that the minimum requirements

for admission to teacher's college should betEvidence of having completed a four-year high

school curriculum with a required distribution of credits in appropriate fields.

Recommendation of the high school principal.A clear bill of health from the family physician

and a health examination by the college physician.Evidence of good ability as measured by standard

scores on appropriate subject matter fields as well as on standard psychological tests.A favorable personality as ascertained by

interview.According to Stauffer,?'* the llgical place to attack the

problem of selecting future teachers is before the actual training period begins. Some practical method must be found far selecting the raw material from which teachers are made. He stated that no greater tragedy could happen than to permit a young person to spend his time and money in preparing for a position for which he is by nature unfitted. The results are undesirable in two respects vhich are: first, the undesirable effect on children, and second,on the individual teacher in question* In this connection it should be recognized that fitness may be specialized. It Is not 'm----------

H. L. Donovan and William C. Jones,"Selection of Prospective "ffqehers," Peabody Journal of Education, (November, 1935), p. lUO.

?-* S. M. Stouffer, "Selecting and Training Teachers," School Kxecutive, IVI (November, 1936), p. 85.

67only necessary for general teaching success, but criteria should be set up which will aid in guiding the candidate into thatparticular field of teaching in which he is most likely to succeed.

76In 1936 Ludeman made a study of the five academic qualities nost desired of high school seniors expecting to enter teacher ^location. He found that these qualities were command of English, broad scholarship, good study habits, mastery of elementary fields, and strength in social studies. In the same study, he investigated the personal qualities most desired of high school seniors expecting to enter teacher education. These were as follows: Christian character, general intelligence, industry,ability to co-operate and health. In connection with the same study It was found that students entering teacher education were woefully lacking in the academic qualities, but rated better in ' o personal ones.

Ludeman said:Teacher education faculties either under­

estimated the academic qualities of students or that teachers1 colleges were getting poor human material.In addition, Ludeman felt that high school principals needed to work with teachers1 colleges in selecting better human material for teachers.f7Benson" ® advocated a reduction in the number of teacher

" " ■ ■ ■

1 W. W. Ludeman, "Academic and Personal Qualities of High lohool Graduates Desired by Teacher Training Institutions," fd\icational Administration and Supervision, XXII (April, 1936),• tbt:------------------------ L

77 ibld*> p.79 c. E. Benson,"Teacher Training and Selection," Mental Hygl ene, XX (April, 1936), p. 3U0.

68education institutions with a shift in emphasis to qualitativeselection in enrollment of candiates for the teaching profession,

79In 193k> Hagie published a report of a study on selective admission to teacher preparation. This was a nation wide study which was made to ascertain what was being done to select a high tyne of individual to educate for the teaching profession. He found only three institutions which were really making a con- sci entious effort to admit only the most desirable candidates por teacher education.

Hagie recommended two steps that he thought necessary to improve the quality of prospective teachers. First, it would be necessary to determine the number of recruits that would be needed annually then enforce a limitation on enrollment. Second, i t would be necessary to set up machinery for the selection of students to be admitted to programs on the education of teachers.

In reporting on a five year study of selective admissions at California Pennsylvania State Teacher*s College in 1937,

r;ner reached the following conclusions:No single factor is a reliable index to

Dredicting teacher success.Single factors are more important in some

cases than in others,79 C. H. Hagie, "What School Boards Should Demand of Teachers* American School Board Journal, XCTT (April, 1936), p. ^1,p0 Ibid., p. hi.

6 9

«.-i- 1 07

A wide spread knowledge as demonstrated by success in a variety of cases is more significant than a hif i score in a single test.

The selection of proper students for teacher education cannot be entirely mechanized*

The more mature the applicant for admission, the easier the task of selection and the more accurate the prediction.

Fetter selection can be made with careful interviewing along with a complete study of cumulative records.

Family life, community life and deep seated beliefs of students appear significant.Personnel work in the first two years of college

appears significant.The well informed, properly educated student

wi th the proper native ability will become a successful teacher.To talk teacher success with student recruiting,

anything less than four or five years of post-high school appears useless.

Sound education in colleges with a faculty who iUiovs the public school problems and are good teachers themselves, working co-operatively to eliminate the weak prospective teacher may be more valuable in predicting teacher success than the use of numerous factors in the selection of candidates from high school.

Writing in the same year Smith said:An impressive percentage of our so-called teachers

ought never to have sought the profession at ail,“ 7TT

Harry L. Kriner, "Five Year Study of Teacher* s College isHons," Educational Administration and Supervision, (May,7), p. 1?7.

70

Personal qualities and deficiencies in whole­some leadership alone would debar them. We have adopted standards of admission that would ruin any worthy business enterprise,

Rhodes*^ recommended that the entrance of students to ateacher's college should be most carefully safeguarded. Hestated:

Once students have been admitted there should be a clear Tinder standing with them to the effect that the first two years are of value to students as general collegiate education; that only those students will be permitted to proceed beyond the sophomore year who can profit by professional education; that the first two years of work will be used in part as a basis of the selective retention of students for the work of the junior and senior year, ^

In a summary of the program of selection at Paterson New■'crsey State Teachers College, White pointed out in 1938 that, ’’Selection was made before or during the pre—service education

prospective teachers rather than at times of certification,"- ■’be selection of prospective teachers for upper divisionMo

Frank Weber Smith, "If We Want Better Teaching," Nations .^hoolr, XIX (June, 1937), p. 3?. "

Earl N. Rhodes, "Improving The Products of The State ■"oaohers Colleges, Educational Administration and Supervision,VT 7 (February, 19387/“p. lJt8.

R'‘ ^ j d* > P-Kenneth B. White, "The Selection of Prospective Teachers,"

‘kiMcational Administration and Supervision, XXV (February, 1938),

71work at Paterson, New Jersey was based on five factors which wereohysical fitness, desirable personality, professional attitudes,mastery of the elements of general education, and a satisfactorycollege record for the first two years. Ratings in terms of^o;nts were worked out for each factor and the ratings were made

a faculty committee,A criticism of most attempts to put a selection program

into operation as pointed out by Doudna in 1939, tfien he said,"Once a candidate is eliminated it was impossible to use his

ft 7case as a means of validating the selective devices," Obviously ~ ft.er a candidate has been eliminated from preparation there is

opportunity to watch him teach, and thus really find out whether Vj is mediocre or deficient, as selection devices may have prophecied.

To overcome the difficulty voiced by Doudna, an effort was in the Richmond Rural Normal School, Richland Center, Wisconsin,

f r. check the effectiveness of several commonly used testing devices, 'h*; devices were applied at the time each class entered school, ' owever, no student was refused admission on the basis of any of V measures used, and no student was eliminated during his ■ ining period because of poor results in any of these preliminary

5S---------Ibid., p. 120.

ft? Quincy Doudna, "The Selection of Candidates for Admission 'o Teacher Education Institutions," Educational Administration 2pd Supervision, XXV (April, 1939), p". 3oT.

72tests and ratings. A careful follow-up was mad• when graduates of the institutions entered teaching*®®

Through the plan Just described, it was hoped that such a study would reveal a combination of criteria that could be used with reasonable confidence in the selection program at Richland fural Normal School, yet no findings were described by Doudna at the time of his writing. Evidently the study had not been

operation long enough for him to list specific conclusions, 'further information on the study was not found in printed form*

In 1939 Beeley pointed out that:With the diffusion of the psychiatric point

of view and the development of social psychology, it is coming to be realized that more valid criteria may be set up. Given the suggestibility of children and the consequent importance of the teacher as a model to imitate, personality thus becomes the primary hasis upon which to select prospective teachers. °

According to Beeley, "Another reason for selection of students ‘‘or teacher training on the basis of personality was not merely tb.r* welfare of the school child but also the welfare of the4.'"'che.r." 0 recognized that teaching is an arduous task *hicb

heavy demands upon the physical and emotional resources ofm --------

Ibid., p. 303.89 Arthur L. Beeley, "A Clinical Technique for The Selection

Prosnective Teachers," School and Society, L (August !?, 1939), 183. ------------90' Ibid., p. 183.

73the person who undertakes it.

In the spring of 1936 the Bureau of Student Counsel at the University of Utah offered its services to the school of education, and adapted its methods to the problem of selecting juniors and seniors who were otherwise eligible for student ^aching. The first step in the procedure was to assemble all the data on the campus regarding each student. Such data at ntah included the medical examination record, the studentts score on an intelligence test, a transcript of the studentts high school work, and the student»s grade point average of collegiate work. In addition all juniors and seniors in the college of education planning to register in any subsequent nuarter for practice teaching were then called together and 'iven the Thurstone Personality Schedule and the Bell Adjustment ’r ventcry. After the tests were scored and all other available data were assembled, a conference was called to which the dean of the school of education, university physician, the clinical ■ sychologist, l'the director "of teacher training were invited,-o 'h case was considered in the light of the foregoing items,- id a frroup decision was reached regarding admission or denial f' practice-teaching courses.

yr--------Ibid., p. 181.1.

7h

Writing in 1939, Hicks said, "There can be no real improve- r-ent in our school system as long as we permit any misfit of society to teach any of the youth of the land."^ He further oointed out, "The first step to take in getting better human -^terial for teaching prospects is to raise certification standards. The next step rests with teacher education institu—

93tions and that is, selective admission to professional courses, Criteria recontnendod by Hicks^h as a basis for selection

were proficiency in English, an average grade of "B," freedom from physical handicaps, an acceptable kind of mental health, social and emotional maturity, interest in the teaching profession, *nd an acceptable kind of character and personality. He also thought a program of selection could be made to function through ''lose relationship between the faculty of the college and the laboratory school, a faculty guidance committee dedicated to ^tting the cream of the high school crop into the teaching pro­fession, closer co-operation between the state and teacher education f u‘-titutions for higher standards of scholarship, and a changed

55-------Turner Hicks, "Who Should Teach," Nations Schools, XXIV

''October, 1939), p. 31.93

Ibid., p. 3?.9*i

Ibid., p. 32.

75public attitude which will judge an institution on the quality of its products rather than on quantity.

Research from 19U0——

95In I9I1O McConnell pointed out that more than ninety per cent

nc the teacher education institutions in this country did not employ any means other than the traditional elimination of the -ore obvious misfits as they advanced from entrance to the fresh­man class toward graduation. He also stated that experiments *nd studies reveal ed that valid instruments of prediction cannot be established until a valid and reliable criterion of teaching s'iccess is determined.

Many of the perplexing questions involved in selection may96eventually be answered by experimentation. Here McConnell^

recommended that an exhaustive study covering several years be on the problem of selective admission to teacher college*

■uch a study when concluded, could save some of the losses ncurred by experimenting with outworn procedures.

In 19^0 Steiner and Von Haden^ reported a survey of the9 5-------W. J. McConnell, "Application of the Principles of Selective

■■dmission in Teachers Colleges and Its Significance For the Profession," ■VMresses and Proceedings of The National Education Association.LXXVTT7t t o j t p : m -----------------------------------------------------------

96 Ibxd., p. 330.97 R. W.Steiner and H. Von Haden,"The Pre—training Selection

" d Guidance of Teachers," Journal of Educational Research, 300CTII (January, 19^0), p. 321.

76literature on the pretraining selection of teachers from 1936 to

They found that approximately one hundred and fifty papers on various phases of the subject had been published in that period.

The tremendous amount of literature written in the five-year eriod mentioned illustrates the isqjortance assigned to the problem.

mo time when teacher selection was receiving this emphasis in i, m s of study, there was a large over-supply of teachers, a con- ition that prevailed in this country prior to World War II.

It v/as found by Steiner and Von Badenthat ten of the■ vpcrs dealt with the need for selection, thirty-six were relatedo suggested solutions, eighteen discussed guidance in teacher due at ion, tv enty were about procedures of scientific selection,■ind thirteen were explanations of experimental studies which were reing made.

Every evaluation of the effectiveness of our educational ■ . vfnether made by the taxpayer when he subjectively considers ■■■nr..■;! budgets or by state and national surveys, shows that there

uch to be desired ’.wiicn is not being realized from our edu-■ i ml effort. It Is not known as yet just what portion of the "allures of education can be attributed to the types of individualslC are teaching in our schools* Trcyer sqys, "It was with this’oblem in mind that Syracuse University began to develop a program

---------Ibiu.,pp. 321-3Ul.

77cf selection for prospective teachers in

Some conclusions drawn from the program of selection at Syracuse as given by Troyer after approximately five years of

were as follows:On the basis of direct comparison, students

admitted to preparation for teaching through the selection systan are n&rkedly superior in intelli­gence, English, and knowledge of current affairs as shown by standardized tests.

In about eighty per cent of the cases of refusal, a constellation of factors operate*

3 judged by the standards of those who discount the quality of teachers, students who survived the selection procedure represent the best, single, large undergraduate group on the campus.

The product of the selection program is generally superior as judged by immediate standards. The next step should be the evaluation of the end product,-*-^

In a 19h0 review of literature on the selection of students •'.r ;.cacher education from 1937 to 1939 inclusive, HLiassen and u tir noted several rajor trends in the pre-selection and edu—' on of teachers. Those trends were as follows:

Educators are rapidly discarding the belief that there is one single factor which wall predict teaching success. It is notv believed that the greatest predictive value can be obtained only from a combination of several measures*

f.aurice E. Troyer, "The Selection of Students for The otbssion of Teaching," Journal of Educational Research. XXXIII (i ril, 19hO), p. 581*

Ibid., p. 582.

78It is also becoming evident that there

are certain intangibles such as character, determination and ambition which are related to teaching effectiveness.

Che wery definite trend is toward state selection of thcee qualified students who wish to enter the teaching profession* New Jersey is a sample of such action.

Another trend is the setting of a guidance program at the secondary school level with the purpose of guiding into the teaching profession larger percentages of superior students.101

102In 19h0, according to Eliassen and Martin, twenty-four ::tales had directors of teacher education who co-ordinated the .verb of the state departments of education and teacher preparinginstitutions •

riigbie said, "Since nature and nurture both unite in the-.•I: ing of a teacher, just anybody should not be allowed to errter

103teaching profession.” ^ On the basis of this quotation, .'.".Icon Teacher's College, Washington, D. C. and the city school t c lorn of Washington, D. C* established a program to select candidates for teacher preparation.

lien members of the Wilson Teacher's College class of 1935131

R. H. KLiassen and Robert L. Martin, "Pre-Training Selec- -.ion cf Teachers During 1937-1939*” Educational Administration and irtjrvision, XXVI (October, 19U0), p. US6.

102Ibid., p. U87*Edgar C. HIgbie, "Selection of Candidates for Teacher

.:ccnration," Peabody Journal of Education, XVIII (July, 19U0)*'- L ... ”

79-resented themselves to the examining board maintained by the city school system, to take the tests for eligibility of entrance into the various phases of teaching service, a serious problem ,Ta;, discovered. Out of a total of fifty-five candidates, thirty-

10Utwo passed the examination and the remainder failed.iiirther study of this class and later ones resulted in the

'oiler,ving procedure for selection of students far continuance ■ .-rough graduation: Further selective processes far freshmen werefound necessary• During the freshman year, careful studies of all f re simian students were made, involving grade point records, standard English tests, further physical examinations, speech r cords, and faculty judgment. During the sophomore year, the jr-ioction studies were continued, excluding the English tests and 1 o addition of the National College Sophomore Test, introductory education courses and I. Q. records

Northway proposed several strategic points in education of teachers where selective procedure may operate. The proposed oi.is were as follows:

1. At the secondary level1. The adoption of a selective admission program by the teacher education institutions3* Professional selection throughout the preparation period for graduation1 Dii Ibid., p. 81.

1QC; Ibid.. p. 83.

80h. A probationary period before certification5. The in-service record*^^There are in general two points of view on the problem of

selecting students for teacher education. As pointed out by Ward and Kirk:

One may feel that the selection of students is a minor matter and that most students with proper training and guidance can develop into adequate teachers. The other view assumes that personality is fairly well developed by the time a student enters college and the college can do no more than develop those potentials which are present.107

According to Boynton,^® most people succeed in certain lines of work to a far greater extent than they would in other lines.T'hc two lines may not differ with respect to greater inherent difficulty, impersonal 1 y considered. Regardless of what causes the individual variation, the fact of special abilities and in­abilities as seen in ordinary adult or near-adult behavior seems well established. This should have considerable significance to those concerned with the development of programs of selection in teachers* colleges. He said:

Ruth il. IJorthway, "Selective Admission into Teaching vs.■. os tly Salvage After Certification,” Education, LXI (March, 19hl)> b • u3f.

107 Lewis B. Ward and Samuel A. Kirk, "Studies in the Selec­tion of Students for a Teachers College," Journal of Educational ::osearch, XXXV (May, 19U2 ), p. 666.

P. L. Boynton, "The abilities of Man,” Peabody Journal of Education, XXI (November, 1?U3 ), p. 1U9«

81Almost without a doubt then, there should be

an effective pre-induction program of selection.As a beginning procedure, this program might be somewhat comparable to that used by certain of the better medical schools. Next, the initial selection of candidates should be followed immediately by a careful, continuing program of individual study, analysis and ad justmert, through the student's career.The results should be by the time a student graduates from teacher's college, the faculty and administration of tne college should know within reasonable limits that a student will be a successful teacher.109

Retan said, "While there is common acceptance of a normalemotional adjustment as an important characteristic of those whoare intending to become teachers, there has been relatively littleInvestigation to find out just how far emotional maladjustment isa factor in teacher failure ."HO

111Retan did some research at Liansfield State Teacher's College in Pennsylvania on the relationship between the emotional stability of the prospective teacher and teaching success. fie ’ound tffit in 1952 cases the laboratory school supervisor's estimate of student success in teaching on the basis of emotional stability agreed with the ratings of superintendents on the success of the ••mo pecple with approximately two-thirds of the vrncle number.

109 Ibid., p. 150.

be or go A. Re tan, "Emotional Instability and Teaching ..'■recess," Journal of Educational Research, XXXVII (October, 19h3i;. 136.

Ill Ibid., p. 139*

82SLyler said, "There is a growing realization that if teaching

.Is to gain general recognition as a profession, the individuals who112enter it must be worthy of their great responsibility#" EQyler

cited six reasons why preservice selection of teachers is invariant.'"hose reasons were as follows: "We owe it to society. We ewe itto the teacher himself. We must balance the supply and demand ofteachers. The teacher education institutions owe it to themselves.

113Ve owe it to the public who pays the bills."Hlyler found in her survey that pre-service selection of

teachers took tnree forms. These forms were: "A plan of selectionadmission and immediate entrance into the school of education at the beginning of the fresh men year; second, a period of general study followed by formal application to enter teacher education; ci-ird, a plan of selective guidance•

In a study of techniques for selection of prospective teachers, itjshallreported upon the validity of composite faculty judgment ■t. a nEthod of ident,HVIng undesirable prospective eleraentary teachers enrolled at Western Washington College of Education, dach faculty member was asked to indicate far his classes which indents would in his judgment he least desirable as elementary

teachers. Of the total array lh3 students selected three or mere^-2 Dorotheas Slyler. "Pretraining Selection of Teachers With Emphasis on The Field of Music Education," Educational Administration ' -id Supervision, XXIX (Uarcn, I9U3 ), p. 1307*^3 Ibid., p. 130.^ Ibid., p. 131.

Charles Upshall, "The Validity of Composite Faculty Judgment, lethod of Identifying undesirable Prospective Elementary School ureters," Journal of Educational Research, XXXV (Hay , 19ik3)*P« 698.

83times were chosen for study. Those in this mentioned groupwere reliably inferior to typical students in scholarship, academic aptitude, and in student teaching grades. As a grcup these these people received lower field ratings than a sample of typical students, but the difference was not significant.

In 19U3 Seagoes summarized a progress report on a study which v:as concerned with the use of measurement in predicting teaching success at the elementary school level.

In the stucfcr standardized tests were adminis­tered to 125 college freshmen in five areas, namely, intelligence, achievement, personality, interests and attitudes, and teaching prognosis. Whan the progress report vras made four generalizations were given. These were as follows: Students were highly-selected at or above the seventy-fifth percentile on the manual far the tests used in intelligence, general culture kncwrledge of contemporary affairs, in promise in professional education courses, and teaching aptitude.

Students were somewhat selected between the sixtieth and seventy-fifth percentiles in the respective manuals in manipulative skills, musical talent, achievement in social studies, mental health, confidence, interest in teaching, social and religious values, and leadership in classroom situations.

Students were relatively unselected between the fortieth and sixtieth percentiles in respective manuals ir. artistic discrimination, achievement in science and mathematics, social!bil.ity, liberalism, aptitude for teaching in comparison to administration and research*

Sex differences were not significant except in masculinity of personality and in the measure of teaching aptitude. -*-°

335 May V. Seagoes, "Standardized Tests in The Pretraining .'--election of Teachers," Journal of Educational Research, XXVI, (May,I°h3)> P. 692.

117In one ctf their periodic surveys, Elias sen and Martin re per ted that in the period between 19UO-19U3* approximately twice as many articles were written and studies made than in the three previous years# The survey snowed that some changes had been made in the nature of the reports# In the first place there vcre not as irany studies of a statistical nature as had been reported in previous studies. Similarly there was a shifting away from elimination at entrance toward a system of guidance# Other changes were, increasing emphasis on recruitment in the secondary schools and a growing stress on personality as a significant factor in the selection of prospective teachers. They stated that

Testing and objective measurement for the purpose of selecting prospective teachers, while considered important, would not likely supplant other measures. Hather they should correlate with sub­jective measures. Single measures in no case are adequate, but constellations of techniques are required in order to minimize mistakes in selection and elimination of teaching carxiidates.118

119lb vms felt by Eliassen and Martin that a constellation of techniques was needed in selection of students for teacher edu­cation rather than relying too much on one factor. The teacher Irinps his entire being into teaching, therefore, any prediction concerning a candidate must consider the whole person.

117 Ii. H. Eliassen and Robert Martin, "Eretraining Selection of Teachers During I9I4O-I9U3,” Journal of Educational Research, XXXVIII (May, 195k), p. 66?.

Ibid., p. 668.n o" Ibid., p. 670.

85120As reported by Seagoes, a study was made at the University

of California to determine the permanence of interest in teaching. Seventy cases were used for study. Of the seventy, foUcsr-up revealed that thirty-eight had remained to complete training for teaching and thirty—two had entered industry or the armed farces, or had become housewives* The analysis of differences between students who remained in training far teaching and those who left showed, statistically no significant difference between the two groups on the basis of intelligence, special ability, achievement, personality, vocational interest, attitudes, interestand teaching prognosis test results.

121Seagoes reported on another study that had been made to determine the value of prognostic tests in predicting teaching success. It was found that certain tests in the areas of stability of personality and of teaching prognosis were valid indicators of teaching success when administered on admission to tiie first course in professional education. The Humm-Wadsworth, Bell, Bernreuter 1—C, Thurstone, Rossis and Ccoc—Orleans Tests proved most pre­dictive in the mentioned stuc r* In addition, it was concluded i*uit intelligence, special abilities, achievement, attitude and Interest tests have little predictive value for teaching success

120May V. Seagoes, "Ftermanence of Interest in Teaching,"

Journal of Educational Research, XXXVIII (May, 19U5)* p* 6?8.x May V. Seagoes, "Prognostic Tests and Teaching Success,"

Journal of Educational Research, XXXVIII (&fey , 19U5)> p* 689*

86v/ithin comparable university groups. Finally, it was found that certain standardized tests were mare valid as criteria of teaching success on entrance to professional training than scholarship andsubjective statements revealed of students.

122According to Armentrout, the public schools of Colorado v/ere in real trouble at the close of World War II because a sufficient nurber of teachers were not available to fill existing positions and an effort was made to alleviate the shortage ty the granting of scholarship in teacher education. At Colorado State College of Education, 113 scholarships were granted to high school seniors cn the recommendation of superintendents, co-operating in the program. Forty—nine were selected by representatives of the college who visited high schools. Of the students selected by college representatives, thirty—one per cent lost their scholar­ships. It was concluded t m t the scholarship groups were not superior to the freshman class, in general, in any measure of ability or achievement.

The results of the study showed that there .ras very little difference between the method of having the superintendent select /he student and a special representative of the college. The

“ 125W. D. Armentrout, "Results from A State Scholarship

Fro gram,11 'Twenty—fifth Yearbook of The American Association of lo-iciiers1 Colleges^ I9h6t p. 56. ~

87superintendent's or principal's recommendations alone are almost valueless and also, the personal interview method by the college representative•

Writing in 19U6, Emens pointed out that:Teacher education institutions are service

agencies in the area of higher education. They must continuously be aware of the needs of their respective constituencies. The constituencies include the prospective students, students on the campus, the ccrnmunity, the profession and the social order (democracy). To perform adequately these functions, the institution will need to foimulate and carry out the following processes: Selectionof prospective students, the further selection of candiates for teacher education, the guidance of students as they progress through their program

dance as the

Teachers' colleges can select superior students when other renditions warrant selectivity. Methods of selection at New Jersey State Teacher's College at Trenton described by Martin .1 now tne truth in tiiis statement*

New Jersey State Teacher's College has given the ACE Psychological Examination t o e ntering students since 1931* and kept a record of .freshmen in general colleges and universities. Trenton averages were higher than those of four-year colleges in all but ttiree years of tiie ten years

123John P.. Snens, "The Pole of The Teachers College in The

elective processes," Peabody Journal of Education, XXIII (May, 1/16), p. 127*

12U Iycia Martin, "Teachers Colleges Can Select Students With Superior Ability," School and Society, LXIII (April, I9U6), p* 318*

studied.

88Smith reported in 19^6 on the group interview plan used at

Syracuse University as a part of the selection program. Si this plan, group interviews with students were worked out at the end of the sophomore year and prior to enrollment far teacher education. The reviewing committee was composed of a professor of speech education, the chairman of the committee on selection and one member of the selection committee. When interviews were conducted, the students were scheduled for one—hour metings in groups of ten or eleven. The purpose of the interview was to give students an opportunity to ask questions regarding the school of education, to enable students to meet members of the staff, to provide an opportunity for students to meet teachers in subject matter areas ether tlian their own, and to provide an opportunity far members rf the staff to get acquainted with students.

Smith gave a summary of the selection program at Syracuse 'diversity in 19U7»

Students make application for admission at the end of their sophomore year. This application is filed with the chairman of the committee on selection. At the time of application the student fills out data for a cumula tive-recard folder. The data include such tilings as birth, occupation of parents and other background information.

When the student nB.kos application, an appointment is made fcr a health examination, group interview, and to take tie general examination given by the school of education. The examination used is the ACE General Culture Test.

89Xn addition to the previously mentioned, the

psychological services center supplies a record of scores made on the freshmen entrance tests* These tests include the Kuder Preference Record, The Bell Personality Inventory, Ohio State Psychological Test and tests in social studies, general science and mathematics*

The registrar's office supplies the nuntoer of semester hours completed by the student and his total grade points.

After all the data are assembled, the selection committee takes the applicant under consideration for enrollmeri in teacher education* If the committee decides that the candidate is a desirable one, he is urged to enroll far teacher education, and if not, he is urged to select another major area of occupation. If candidates have weaknesses that can be corrected, they are all ewe d to begin work in education with the tinderstanding that the difficulties have to be overcome.

Selection does not stop with selection but continues for the rest of the student's work.^-^

In presenting an annual summary of the developments in the area of teacher evaluation and prediction, Barr stated:

When we know what good teaching is, and can define it more precisely, we can then make more precise, valid and reliable judgments about selection, recruitment, education, guidance and placement of teachers.

The efficient teacher in the product of a long line of events starting with early childhood. Some pre-requisites to teaching efficiency are quite fixed and others are variable determiners. The fixed ones have value and should be used. The vari­able ones neod to be sought out, defined and qualified far predictive purposes. A particular perplexing problem

^ -------Henry P. Smith, "The Selection of Students for the

Jrcfession of Teaching," School and Society, LXV (March, I9h7), p. 169.

90in predicting teaching efficiency ±3 that of assigning appropriate weight to the various determiners and the elements of which they are composed. We need to study carefully whether or not the associations Imposed by mathematical methods conform to the nature and organization of human abilities.127

In a report on personnel procedures, Archer said:The process of selecting potential teachers

far education is obviously handicapped by the lack of objective data on what a successful teacher is and the qualities associated with teaching success.Son»3 investigators seem to be disappointed that they are unable to find any single factor which correlates highly with successful teaching. However, it is highly probable that a composite of abilities is necessary fcr prediction p u r p o s e s .

Writing in the Teachers College Journal, Lonzo Jones^^ propsed four areas where selection should take place in a program cf teacher education. The proposed areas were: recruitment,admission, counseling during the first two years and admission to the senior division.

Alcorn pointed out that, "Character, tlie most important factor in selection has been nogle cted. If character is t obo used in teacher selection, several problems will need to be censidered. First, there is need for adequate definition, f.-aracter is frequently defined in terms of traits such as honesty,

Clifford P. Archer, "Fersonnel Procedures in Teacher '■’mining Institutions," Journal of Educational Research, XL ' ■•‘I, 19U7)> p. 672.

129 Lonzo Jones, "Functions of College Personnel Officers in . eacner Selection," Teachers College Journal, XX (December, 19US),

U8.■^° M. L. Alcorn, "The problem of Teacher Selection," Edu­

cational Administration and Supervision, XXXIV (March, I9U8 ),p. 161.

91loyalty, reliability and other similar connotations. Such abstractions are meaningless unless expressed in terms of conduct. A person is not just loyal. Ife is loyal to a person or cause. Loyalty finds expression in what one does.

Alcorn interviewed numerous prospective teachers in order to discover their motives for entering the teaching profession, iiany of the responses were: "I like to play football, I like history, I just -want to be an elementary principal, I was tuaable to get into medical school, I wanted to be an engineer, but after talcing some tests last simmer I was advised to go into t e a c h i n g * " ^ !

Such evidence indicates a grave danger that teaching may i ecome a dumping ground for misfits from other professions ctr a means of livelihood far mechanics or professional football players.In analysing a person’s past history, such questions as the following would need to be raised: Has the candidate served in•roups or programs dedicated to character development or the promotion of human welfare? Has the candidate developed interest t nt has both personal and social value? Can the candidate furnish evidence of co-operative action in social service? Do the candidate's : ast acticns indicate a love for people, a sensitivity to social roblems, and an idea of service? Alcorn says, ”If a person is wenty years of age or older and cannot furnish concrete evidence

331Ibid., p. 161.

92tint he has done at least some of these things, he constitutes a

1^2poor teaching risk." JIn I9I4.I Klyler^^ made a study of the pretraining selection

with an enphasis on music teachers. The study included fifty-four large universities and one hundred fifty—five music schools* A summary of another stucfy- was made in 19U8 which was a continuation of the earlier one* To the fifty-four large universities and one hundred fifty-five sohools of music, one hundred eighty-three colleges of the American Association of Teacbei^ Colleges were added.

In a report on the latter study, Blyler concluded that the poor progress which has been made in pretraining selection can be based largely on extensive cost of operating a pretraining selec­tion program, the lack of will to make the ciunge, a fear of reduced enrollment, and teacher certification laws.

T 1In order to improve selection practices, Blyler ^ recommended strong recruitment and guidance programs in the high schools, the development of state-wide plans of selection and recruitment, and upward revision of certification laws* She felt that the teaching ’■■ofesslon needed better publicity, and referred to the stories tint arc published and motion pictures which are displayed that depict

132 lbid77 p. 162.133 Dorothea Blyler, "Pre—training Selection of Teachers,”

Educational Administration and Supervision, XXXVIII (Way, 19U8),P. 279.

13U Ibid., p. 282.

93

teachers as weak and generally unattractive people. She assumed tint the maintenance of high salaries would attract many candidates, and that the development of a single salary within the profession would seem to be a factor.

In summarizing the efforts of the State Teacher's College of135Sim Marcos, Texas, to get better teachers for the schools, Flowers

reported tiiat the problem of vocational and professional guidanceof students is primarily that of the personnel division of thecollege, yet staff help is essential before a satisfactory.volution of the problem can be found* He stated that the majorconcern of the specialized program in guidance at San Marcos StateTeachers College was to insure so far as possible that students maynot only discover the kind of work for which they are best fitted,but also to direct them toward that work, that curriculum, or thatinstitution which can offer then the type of preparation whichwill best prepare them for their life's work.

.lowers pointed out that, "Che staff member at State Teacher'sCollege, San Marcos, Texas, felt that the college would reidergreater service to tlie profession and to democracy if the schooleducated one hundred excellent teachers rather than five hundred

I36.vcrage or mediocre ones." lJFt J. C. Flowers, "Better Teachers far Our Schools," Peabody

Journal of Education, XXV (January, I9H8 ), p. lUO.136

Ibid., p. lUO.

9UIn an investigation carried on by Cook, Leeds, and Collis-*-3?

at the University of Minnesota for ten years prior to 19h9, it -was found that teacher—pupil relations are highly related to teacher— pupil attitudes* It was found that teacher—pupil attitudes can be measured with high validity and that the effects of teacher education and teaching experience on these attitudes can be determined* The instrument which they used to determine the attitude of teachers is known as The Minnesota Teacher Attitude Inventory* It was assumed that a teacher ranking at the high end of tne Minnesota Scale should be able to maintain a state of ■v.rraonious relations with pupils characterized by mutual affec­tions and sympathetic understanding* Tne pupils should like the teacher and enjoy the school work* The teacher should like children and enjoy teaching. Situations requiring disciplinary action enculd not occur, and many other aspects of good teaching should "tie present*

At tne other extreme of the scale is the teacher vmo attempts to dominate tije classroom. He may be successful and rule with an 'rou i»ard, cresting an atmosphere of tenseness, fear and submission, q may be unsuccessful and become neivous, fearful, and distraught ‘.r. hue classroom which creates pupil frustration, restlessness, Inattention, disrespect, and numerous disciplinary situations.In addition, ether aspects of an undesirable situation will be resent.

■*■37 Cookj C. H. Leeds, and Robert Callis, "PredictingVencner-Pupil Relations," The Association of Student. Teaching,'i"•'i9 Yearbook, 19h9, p. 66.

95138Lawson made a survey of all teacher-education institutions

throughout the Ihited States to determine the practices used to eliminate teaching candidates of undesirable character or behavior related to ethics and morality. It was found that only forty-two institutions out of two hundred and thirty—seven responding to a questionnaire had used what appeared to be a systematic plan of screening in an effort to disqualify candidates of undesirable character. The chief instruments used for screening purposes were tne personal interview plan and letters of reference. The greatest drawback in selective admission on the basis of character as found by laws on was the lack of known ways which were valid enough to be used in selection of this type. But the majority of the college officials indicated that if a valid system were avail­able they would favor its use.

The policies used in the selection of candidates for teacher education at California State Polytechnic College as reported by "lark, were established by a teacher education committee,Tais committee was composed of people representing different facets o'1’ the college. The plan that emerged is worthy of attention because of the definite steps which are follcwed in arriving at a

■i n J ' '

Douglas E. Lawson, "A Study of Selective Admission Based buor: Character Education as Practiced in Teacher Training Institu­tions Throughout the United States," Educational Administration --nd Supervision, XXXV (November, 19U9), p* U26,

119 C. T.Clark, "Teacher Candidate Selection at California State Polytechnic College," Journal of Educational Research, XLIII (December, 19U9)j P* 270,

conclusion as to the strength of a candidate* An illustration of tbs definiteness can be seen when the coaatittee reviews applica­tions, each mesber of the cond.ttee had before hia a sheet listing the applicants in rank order on the combination of Bsglish, con­temporary affairs, general culture tests, also containing the applicant1 s grads point average and ACE percentile standing in

The procedure of the committee far the fail of 1?U8 was as

The top four-sevenths of the list was considered at once with special study of questionable cases*

A more careful scrutiny of the remaining three- sevenths of the applicants was then made* Of this group of twelve people, five were held for further

accepted with

Thurman made a survey of literature on teacher selection -which was published in 1950• In this summary some of the major conclusions listed were as followsj

At the present there is no definite notion as to what constitutes a successful teacher. thtil such a decision is reached it will be impossible to determine what factors and qualities make for successful teaching*

The derivation of adequate measurements and devices will depend ultimately upon the isolation of such factors aid qualities*

class*

follows*

Ibid* , p* 275*

97The c u r r e n t c r i t e r i a and te c h n iq u e s f o r

s e le c t in g te a c h e rs axe inadequate*

The in ad eq u acy o f c u r r a n t c r i t e r i a and te c h n iq u e s doea no t p re c lu d e th e p o s s i b i l i t y t h a t such in s tru m e n ts n ig h t y e t be dev ised*

Q u a l i t ie s a n d t r a i t s e s s e n t i a l t o te a c h in g su c ce ss a r e in te rd e p e n d e n t and c o n s ta n t ly i n t e r ­a c t in g w ith no s in g le q u a l i ty o r t r a i t b e in g con­s i s t e n t l y , c lo s e ly r e l a t e d to te a c h in g sucoess*

There is a trend away fro* extensive use of objective criteria*

The problem o f te a c h e r s e le c t io n canno t b e d iv o rce d frost s a la ry *

Workable selection practices will depend upon close co-operation ajnong all teacher education institutions.1W-

As reported by A r n o l d , the group that discussed the selection and guidance of prospective teachers at a state work shop on teacher education held at Bent State University in 1950, recommended that teacher-«ducatian institutions should choose students carefully* Furthermore, they should be authorised to reject those who at the tine of admission lack the necessaxy qualifications* This meant that entering students were to be screened, and only those accepted who clearly showed promise of success in college work and teaching* E S --------C* H. Thurnan,"Teacher Selection,* Peabody Journal of Education* XXXVII (January, 1950), p* 219*

11*2 Dwight Arnold* "Selection and Guidance," Educational Research Bulletin. XXIX (December 13, 1950), p* 2371

*6The -workshop grotg> w h ich s tu d ie d th e p roblem o f s e l e c t i o n s a d

guidance a l s o l l s t s d th « fo llo w in g re a so n s why s program o f c a r e f u l

s e le c t io n should bo undertalm n*

Da the f i r s t p la o e s program o f s o ls c t Io n w±}l improve th o q u a l i ty o f f u tu re te a c h e rs* I t w i l l reduce th e nusber o f fmllxxres i n te a c h e r ed cu stio n *

Second, such a program sh o u ld sake i t p o s s ib le fo r e a ch te a c h e r e d u c a tio n sch o o l to h are a manage­a b le number o f s tu d e n ts l a t r a in in g *

A t h i r d advan tage o f s e le c t io n I s t h a t th e re can be acme m atching o f th e nusfcer. o f a p p l ic a n ts w ith th e nusfcer o f a v a ila b le te a c h in g posit ions.Ih3

A ccording t o B e ig e s ,* ^ th e ad m iss io n s p ro c e s s u sed a t th e

State T eacher*s C ollege a t In d ia n a , P ennsy lvan ia In th e s e le c t io n

of freshm an l a th e f a l l o f 19k9 p roduced good r e s u l t s on th e b a s is

of c l a s s s ta n d in g * F i f ty —fo u r and f iv e - t e n th s p e r c e n t o f th e

students s e le c te d w ere i n th e upper q u a r t i l e o f t h e i r c la ss*

T w enty-six and f o u r - te n th s p e r c e n t w ere In th e second q u a r t i l e ,

T h ir te e n an d o n e - te n th p e r c e n t w ere i n th e t h i r d q u a r t i l e , and

s ix p e r c e n t w ere i n th e fo u r th q u a r t H e* In a d d i t io n , th e

members o f th e c l a s s o f 19h9 m easured w e ll above th e median o f a l l

freshm en I n a l l c o l le g e s o f th e n a t io n a s de term ined b y E n g lish ,

social s tu d i e s , n a tu r a l s c ie n c e s and p sy c h o lo g ic a l t e s t s *

^ Ibid*, p . 233.m u

Ralph E* B aiges, ■Continuous S e le c t io n o f S tu d en ts fo rThe P ro fe s s io n a t Cbe S ta te T e a c h e r 's C o lle g e ," Jo u rn a l o f T eacherEducation* I I (B urch, 1951)* p* 21.

99

This w w y of literature 'would net be ooaplete without reference to significant contributions In several series of publica- tiooo each of which represents organised effort of on# or uoro agendas over a period of recent years* Vdla tfaa scope of theee publications is wider then the problems of recruitment and selection, it includes thaw and discussss their bearing on a number of crucial educational issues*

Among these contributions are the several volumes In the series of ropcrts on the work of the Connie Si on on Teacher Edu­cation sponsored by the American Council an Education* 3b the discussion of the emphasis and content of the Coandsslon*s program, questions involving the problems of teacher education were listed as points of action* The three questions that illustrate the Commission's concern about the quantity and quality of prospective teachers are as followst "How may the candidates fcr teaching careers be more intelligently recruited and selected? How may guidance best be provided to aid teachers at the pre-service level? 3fc what ways mgr superior individuals be attracted to the profession and made available to the American schools

Troysr and Pace said, "Selection is a continuing process*Some selection can be done at the time of entrance* Sows will result from personal counseling and professional orientationcourses* Some will occur by the very nature of the task students

IZ45 "coawnlssion an Teacher Education. A EbrJef Statesent of Its Origin, and Scope* Asarlean Council on Education, p. fc*

100encounter In the total professional prograw****"^

The problems of recruiting and ealeotimg •todente for teacher education are not Identical in any too institutions* Nevertheless, TTcy er and Eaoe^1 pointed out that fire basic tasks would be faced and working agreanenb would need to be reached with respect to these basic tasks which are as follows* Competencies a teacher should possess, level of coape tency for admission to teacher education, evldanoe that can be used to Identify competencies, neans to be used for gathering evidence, the interpretation that can be Justified from data gathered** t ja

Bigelow'^^ listed two najor qtiesticns which were being studiedby the Commission on teaefher education. These questions were*First, what is the social significance of teaching and teacher

«

education? Second, what are the qualities that should be sought for in teachers who are to guide children and young people in the thited States during the generation that lies ahead? The second question has direct implication ibr this study. This does not lessen the importance of tbs first question, but its relationship to the study of recruitment and selection is Indirect* 155-------Maurice E* Troyer and Robert C* Face, Evaluation in Teacher Education, p* 17*

11*7 Ibid*» p* 1*5*lift Teachers for Per Times. American Council on Education,

P* xvi*

iai— Hi9Writing on qualities n«d»d in teachers, The GoassLsslon^

listed several which are an followst respect for personality, both personal and othtn, akUX in eo^ptiatioD, general qualities for citizenship, incraaaing knowledge, skill in awditatlng. knowl­edge , f rlanril lnaaa with children, understanding of children, social understanding and behavior, good citiaeiuhlp in the school as a society, skill in evaluation, and faith in the worth of teaching*

McDonald **0 listed three aajor Objectives of the National Teacher Selection Campaign launched by the Connies ion on Teacher Education and Professional Standards in April, I9b7* The objectives we ret to encourage outstanding young people to choose teaching as a career, to eliminate from teaching and teacher education those who were not qualified to teach, to advance conditions necessary to attract and hold the highest type of teachers in public schools* The real value that the campaign had for the teaching profession after its initiation was found in the extent to which local, state and national pro­fessional associations and lqjr organizations acted after the initial effort was sade by the CosedLBslon* T O --------Ibid*, pp. 15U-173•

150 Ralph McDonald, "The Challenge of Teacher Selection, Journal of The National Education Association, XXXVI, October,w r ? . T i s : --------------------------------------

iceMcDonald said, "Biparienoe gained by the profession daring

the early months of the campaign revealed many sucoessful methods and practices in the selection of teachers.*^1 According to McDonald*^ experiences gained Aron the campaign pointed tJro way for continued use of the following in eelection practices! the individual teacher, work experiences for young people with young people, guidance instruction, handbooks, and publicity.

Writing in the Fourth yearbook of The Amerloan Association of Colleges for Teacher Education. Engl swan said, "When the Anerlcan Association of Colleges for Teacher Education set its standards for the selecting and sifting of students, it assuned the need for specific competencies• x have not found, however, sufficientspecificity cr scope in curricular functions on this standard. ” £3

*

writing In the sane yearbook as Engleman, Banns saidcThe American Association, of Colleges for

Teacher Education had not only agreed to accept the evaluation of the regional accrediting agency for over-all and general areas of the stulent personnel program, btfc to evaluate carefully those aspects which relate specifically to teacher education functions of member institutions such as recruit-

_________ment and admission of student s.15UIbld.T p. 515.

152 Ibid.. p. 515.Finis Engleman, "Standards for Teacher Education as

Viewed by Certification Administrators in State Departments of Education," Fourth Yearbook of The American Association of Colleges for Teacher MToaEion, 1^51."p."gT.------- 558----------------

John R. Emens, "improvement of Student Personnel programs in Teacher Education," Fourth Yearbook of The American Association of Colleges for Teacher Education, 195^7 p. 50.

155According to Bobu*, the American Association of Colleges for Teacher Education would also evaluate such phases of student personnel as progressive selection end retention, adeisslan of students to professional ciwxiculuns, plaoenant and follow-up of graduates.

The Association for Student Teaching has published several significant yearbooks and projects reports that have direct bearing on the problem about which this study is concerned.

Writing in the Twenty-eighth Yearbook' of The Association for Student-Teaching, Dugan and Shaw salds

in the preparation of teachers, selection and guidance procedures are of special significance to nuch needed lap nor en ant of standards In the teaching profession. Teacher education is a professional field of training and, as such, requires professional programs of personnel service. A primary responsibility of personnel selection in teacher education is to the children who are eventually taught. This is a social responsibility and demands serious attention by the profession.15°

157In addition, according to Dugan and Shaw, education asin most any other field, is a continuous process. Such a process makes use of many people and a variety of group techniques, tests and records, counseling and remedial instruction, individual observations and ratings designed not solely to elisdnate the 155------Ibid., p. 59.

Willis E. Dugan and jack Shaw, "Evaluation Through Counseling," Twenty-eighth Yearbook of The Association far Student-Teaching, 19U?, p. lF.

157 Ibid.. p. 19.

10Uunfit, but to improve qualities of fitness aftd personal adjust— s e n t of those vho are to oomtinus training. A sound program of continuous aalectian and gaidanoe moat begin prior to admission to stud tod t teaching and oontlnue throng to successful placement and performance in the profe a eion.

A nother o r g a n is a t io n w hich h as d ev e lo p ed a s e r i e s o f p e r t in e n t

c o n fe re n c e s , r e p o r t s , yearbooks and pam phle ts t h a t r e l a t e d i r e c t l y

and i n d i r e c t l y t o t h i s d i s s e r t a t i o n i n th e A s s o c ia t io n f o r S uper­

v is io n and C urricu lu m D evelopm ent. An e x e m p ii f lc a t io n o f th e

im p o rta n t work w h ich th e m entioned o r g a n is a t io n has done i s found

in one o f i t s p am p h le ts , T each ers f o r Today*s S ch o o ls , w r i t t e n b y

Z irb e s . The scope o f the pam phlet i s much b ro a d e r th a n th e

s p e c i f i c p rob lem o f r e c ru itm e n t and s e l e c t i o n , b u t v a r io u s s e c t io n s«

have d i r e c t im p l ic a t io n . Z irb e s s a id , " E d u c a tio n a l p e r s o n n e l a t

s u c c e s s iv e l e v e l s w i l l need t o ta k e th e r e s p o n s i b i l i t i e s f o r

p la n n in g so t h a t s tu d e n ts who a r e i n t e r e s t e d i n t e a c h e r e d u c a tio n

can b e a d v ised t o supplem ent t h e i r e a r l i e r o r i e n t a t i o n w i th

a p p ro p r ia te l i s t s o f s u g g e s tio n s and a c t i v i t i e s •

C r i t e r i a and p o l i c i e s a r e much needed f o r th e ad m iss io n and

s e le c t io n o f c a n d id a te s f c r tb s v a r io u s te a c h in g f i e l d s . T h is i s

e s p e c ia l ly t r u e i n f i e l d s w hich have a s u r p lu s o r i n w h ich s p e c i a l

a b i l i t i e s o r d i s a b i l i t i e s a re to b e ta k e n in to a c c o u n t. S h o rta g es

33TB----------Z irb e s , op . c i t » , p . 1*8.

105and surpluses In teacher supply o M d to te odnsidered In relation to regulatory policies and plana for guidance* Special studios may need to be carried out In particular situations as changing con­ditions may suggest a mad for data factors which west be con-

159side red in with teacher supply and Its related prohleauuTo further point out the significance of the Association for

Supervision and Curriculum Developaent in relation to the problemunder study* it needs to be mentioned that this association hasrecently organised national conferences on co-operative resear eh*The direct purpose of these co-operative conferences is to bringpublic school end teacher education people together for co —operativestudies in which there are nut xml concerns and joint responsibilities.Recently the association has added a co-ordinator of such researchto its central staff in an effort to facilitate the co-operativestudies which have been or will be launched by the differentregional and state groups of the Association of Supervision andCurriculum Development •

The effort on the part of the Association for Supervision andCurriculum Development to get co-ordinate action between publicschools and teacher education institutions on problems of mutual -------Ibid** p* U9*

160 J* Bernard Everett, "Curriculum Research," Educational leadership* X (October, 1952), pp* 63*66*

cGnctrn is Ispl— anting the idtt voiotd Iqr aeay writers whose work* htvt b M D rtfiiwd on tte problem of recruitment and selection of students for tlanntny teacher education*

These references brine tha ium y of the literature op to the present* They indicate that there is a continuing concern fcr the problems of recruitment aid selection, but that the relative emphasis on one or the other is influenced by surpluees and shortages in teacher supply throng the years, as veil as by other factors* Developments and changes in the professional out­look and new findings in the sciences on which education is based are reflected in changing criteria considered as a basis for teacher qualifications, but there is not unaninity in the way of a basis concept of teaching and a related conception of successful elesMnt&ry teaching against which criteria of competence and predictive validity of various measures and plans may be checked*

The profession advances, but there are lags and there is a divided front in which the reactionary farces and the advancing profession are so far apart that the public is confused and pros­pective candidates far teaching are diverted to other fields*When a teacher education program lags, its graduates mqr be expected to make lagging adjustments to educational advance in today's schools* When elementary teachers and their administrative and supervisory leaders lag, the most promising and real qualified graduates of

107 -iorgood teacher education programs bo esugbt la the amgs of anachronistic expectations and regressive practices.

This certainly emphasises the argent need of co-operative action research and oo ordination between the personnel of teacher education Institutions and the personnel of elenentaxgr end secondary schools. Mutual concerns and shared responsibilities for the optimal educational opportunity for America*s children should provide a basis for oo—ordinating conceptions of the . functions of elementary teachers in our great democracy at ndd-^sentury•

The tensions of our anxious age should not divide those whose united effort might not only solve the problems of the teacher shortage, but raise the level of education and resolve the conflicts that have long blocked what schools might do for children.

ah zxam m ssai w» i i i w or vuhmm x* a lib er a lARTS AMD m O B t '8 OOMM ABOOT T A T I APMPTB OH »

TKACSDQD H tO O K E fl

Chapter Four is divided into too ports* Itat (toe is de— ted to inteorprObOticBaf the responses wtaloh w— e — de ly freslseen in a tMdor'f college about certain oopooto of th« teaching profession* Part too doala with responses which ooro — do by fresh— n in a liberal arts college*

3b order to obtain responses from college fresh— n about certain aspects of the teaching profession, a questionaaftre was circulated among Ubl college fresh— n at Ms— hall College in Most Virginia* The Ubl students were couponed of 107 proepeoti— secondary teachers, ni— ty-one ele— ntary and 2li3 liberal arts students*

The questionnaire corered certain aspects of the teaching profession- pertinent tot reasons why students enter teacher education, reasons why students do not enter teacher education, teachers sho discourage young people fron entering the teaching profession, certain guidance practices in the seoondary school, studsnt attitudes, cwrrloul— practices, the influence of acquaint­ances and attitude of high school teachers toward teaching*

110

(Bart (fee) Teacher*6 College Freshmen

Reasons for Entering Teacher EducationIn the recruitment of students fcr teacher education, it

is important to know the significant factors that attract young people into teacher education. When the significant reasons which attract young people into teaching are located, it is possible to provide experiences for them that will attract promising prospects far the teaching profession* If reasons are not found and capitalized upon, recruitment activities may be fruitless*

The reasons for entering the teaching profession as expressed by teacher*s college freshmen included in this study '"'ere summarized into fourteen major points* Of the fourteen reasons presented, ordy four showed any significance* Far the students who were prospective secondary teachers, approximately 20 per cent gave love far children as a reason for entering teacher education*3h contrast, 60 per cent of the prospective elementary teachers -ave the same reason. The difference in percentage of responses might be explained by the fact tint the questions to which the students responded contained the word "children" rather than "children or adolescents •" This may have produced a mis interprets—

in

tlon for the students In secondary education* Love of a subject was given by 35 per cent of the students in secondary education as a reason for entering teacher education, while only 3 per cent of the prospective elementary teachers replied similarly*

There was very little difference in family influence upon an individual's entry into preparation for secondary or elementary teaching* For the students in secondary education, 1? per cent responded positively to this reason in comparison to 16 per cent for the elementary* Of the prospective secondary teachers, 2U per cent gave influence of high school teachers as a reason far wanting to prepare for teaching* In comparison, 13 per cent of the students in elementary education made the same statemehb*Of all the reasons given, the most significant for the students in secondary education was their love for a subject* The most important reason among the elementary people was their love for children* All the reasons given far entering teacher education may be noted by referring to Table I, page 112*

Reasons Expressed by High School Teachers for Entering the Teaching Profession

Table II depicts what teacher's college ftceshmen could remember about the favorable reasons given by their secondary teachers for entering the teaching profession. Only four of the reasons as expressed by teacher's college freshmen occurred with

112a frequency of 15 per cent or mare.

Of the freshmen in secondary education 26 per cent stated that their high school teachers thought working with pupils was an important performance. Of the elementary group, 3 0 per cent

TABLE I

REASONS FCR ENTERING TEACHER EDUCATION AS EXPRESSED BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT

MARSHALL COLLEGE

Per Cent of Replies Secondary ElementaryLove far books 5 2Love for children 20 60Love for a subject 35 3Family influence 19 16Influence of high school teachers 2L 13Influence of elementary teachers 2 5Prestige 2 0Fashionable 0 0Fanfare 1 1Help others 0 1Livelihood 5 2Influence of friends 0 2Attend college 2 0Missionary work 2 0

113

stated that their secondary teachers gave the same reason far being a teacher. Both the prospective secondary teachers, 15 per cent, aid elementary teachers, lh per cent, reported that their high school teachers gave feeling c£accomplishment as a reason for entering the teaching profession*

CtoUenging work was given by 16 per cent of the prospective secondary teachers as a reason why their secondary teachers thought teaching was a worthy profession* None of t he prospective elementary teachers made a response to this view* With the freshmen in teacher*s college who were planning to be secondary teachers, U per oent reported that their high school teachers eicpreased appreciation for the free time attached to teaching, and 17 per cent gave the same reason* Other reasons were given by secondary teachers, but the percentage of responses made to these reasons by the students used in this study was less than 15 per cent*

Hides irable Features of the Teaching ProfessionThree undesirable features of the teaching profession were

listed by freshmen in teacher education* These features and the percentage of the number of responding students who listed the disadvantages are illustrated in Table ITI, page 115.

About h per cent of the students in secondary education thought that teachers were poorly paid and called it a dis-

Ill*

TABIE II

REASONS EXPRESSED BT HIGH SCHOOL TEACHERS TO SECONDARY SCHOOL PUPILS FOR ENTERING THE TEACHING PROFESSION, REPORTED BT 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT

MARSHALL 00LIEGE

Reasons Per Cent of RepliesSecondary Elementary

Security 16 8Desirable working conditions 11 10Work with pupil3 26 30Desirable associates U 0Feeling of accomplishment 15 111Challenging 16 0Fair salary 10 11*Need for teachers 12 5Opportunity for advancement 1 1*Steady income h 10Prestige 10 9’-Vee t irae 11 17Retirement 1 1Contact with people 11 7Public Service 5 10y/OEELn' s job 2 5Freedom in work 2 0

115

TABLE III

UNDESIRABLE FEATURES OF THE TEACHING FRCFESSION AS EXPRESSED BT 107 SECONDARY AND ?1 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT

MARSHALL COLLEGE

Features Per Cent Secondary of RepliesElementaryPoor pay h 0Summer vacation 2 0Politics 2 0

advantage to the profession* Approximately 2 per cent of the students in secondary education felt that a summer vacation of three months (without pay) and the politics involved in the teaching profession were disadvantages. The people in elementary education did not name any undesirable features of teaching*

Desirable Features of TeachingTable IV lists those aspects of the teaching profession

vrhich were considered to be desirable by the students reporting. Anout U6 per cent of the students preparing to be secondary teachers thought that working with pupils was a favorable aspect of the teaching profession and considered desirable by them* In elementary work, 66 per cent of the students responded positively to the same question* Other desirable features were listed and

116

TABIE IV

DESIRABLE PEATURES OF TEACHING AS A PROFESSION AS EXPRESSED BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION ATMARSHALL COLLEGE

Per Cent of Replies Secondary ElementarySalary- 12 15Free time 13 11'/forking with pupils U6 66Retirement 6 8Working conditions 7 29Meeting people 1U 10Rrestige 12 11Steady job 13 11Satisfying 5 7Helping society 11 28Security 9 5Need for teachers 5 2Easy work U hGood job for women k 2Challe nging 21 25Like subject matter 7 2Opportunity for advancement 5 0Opportunity for leadership 2 0

117

can be found In the table previously mentioned, but no Item was as significant in terms of the percentage of responses as working with pupils•

Reasons Expressed by High School Teachers for W!hy one Should not Enter TKe Teaching Profession

Some secondary teachers discouraged young people from entering the teaching profession. Fourteen reasons were listed by freshmen in teacher *s college that were used by secondary teachers as points of discouragement. The percentage of secondary teachers who were negative to teaching was not great, but enough to direct many prospects away from teaching as a profession.

Of the students in secondary education, 26 per cent stated that they had been discouraged frcro being teachers because of the poor salary. For the same reason, 16 per cent <£ the pros­pective elementary teachers had heard discouraging remarks by teachers in the secondary schools. There seems to be no particular explanation for the difference of percentage in discouragement on the basis of salary except the difference in m-in-imrnn requirements for valid certification in West Virginia. Possibly the secondary teachers do not fully comprehend the different aspects of being an elementary teacher. They may think that elementary teachers receive sufficient pay. Other points of discouragement were offered by less than 10 per cent of the students in teachers college responded.

118

TABLE V

REASONS GIVEN BT HIGH SCHOOL TEACHERS FOR NOT ENTERING THE TEACHING PROFESSION AS EXPRESSED BT 107 SECONDARY AND 91 FLEHENTART FRESHMEN

IN TEACHER EDUCATION AT MARSHALL COLLEGE

Par Cent of Replies Secondary Elementary

Poor salary 26 16Politic s 2 0No summer wtrk 3 2No spare time 6 uDonation of service 1 0Difficult work 0 8unions 1 0Too many organizations 1 0Unpleasant work 5 0Dislike children l 0Parents not co-operative 2 2Work not appreciated 1 0Woman's job 1 1Public expects too much 0 3

Reason

119

It is gratifying to find that only a small per cent of secondary teachers have a negative attitude toward teaching, but it must be dear that only those students who withstood the dis­couraging counsel were in the teacher's college groups• The negative advice of secondary teachers may be sufficient to channel many desirable teaching prospects into other fields of work. If secondary teachers are to play a positive role in the guidance of young people, they need to use facts and information, and not prejudices.

Subjects Taught by Secondary Teachers who Discouraged Young People from Being Teachers

What relationship exists between the secondary teachers who discourage young people from entering the teaching profession and the subjects which they teach? Table VI gives a summary of what teacher's college freshmen reported about this question.

The percentage of replies was not predominant far a particular subject, yet English and social studies were listed by more than 10 per cent of the students who were questioned. Approximately 1U per cent of both the secondary and elementary students listed English. At the same time, 19 per cent of the students in secondary education itemized social studies in comparison to 13 per cent of the elementary. Mathematics was listed by 5 per cent of the secondary group and U per cent of the elementary group.

120

Generally, the subjects named are those which are required of all pupils in the secondary schools* This would account in part for English and social studies being the foremost ones* In addition, secondary schools require more credit in English and social studies than in any other non-elective subject. Oily the percentage of replies for social studies, English and mathema­tics were discussed, as they ranked in the first three places, but replies about all subjects listed may be found in Table VI*

TABLE VI

SUBJECTS TAUGHT BY HIGH SCHOOL TEACHERS WHO DISCOURAGED STUDENTS FROk ENTERING THE TEACHING PROFESSION AS INDICATED BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLIEGE

Subject 0 ^ Cent of RepliesSecondary ElanentaryArt 1 0Englis h lii liiCommerce 2 6Home economics 1 1Journalism 1 0Latin 1 lf.iat hematics 5 aPhysical education 5 3Science ll 7Social studies 19 13Speech 1 1

121Guidance Information

The questions asked about guidance information and the replies made by freshmen in teacher 's college are listed in Table VII, Page 122. For the freshman in secondaiy education who replied to question one in Table VII, 66 per oenb stated that the secondary schools which they attended had provided an opportunity for them to find out about the teaching profession, whereas 3U per cent who responded stated that they did not have such an opportunity. Of the prospective elementary teachers, 59 per cent of the fresh­men in elementary education stated that they had an opportunity to find out about teaching in high school whereas iil per cent of them did not.

Approximately 60 per cent of the freshmen in both secondary and elementary education, in responding to questions two and three in Table VII, stated that they knew about salary and retirement far teachers in West Virginia before entering teacher education. This left approximately hO per cent who did not know.Only 29 per cent of the people in the secondary group and 23 per cent of the elementary group knew about the tenure plan for teachers in West Virginia before starting to teacher's college.

In responding to question five, 71 per cent of the people in secondary education stated that their high school teachers had told them that they were good teaching prospects. For those students in elementary education, 6U per cent responded positively

122TABU! VII

RESPONSES MADE BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT GUIDANCE INFORMATION RELATING TO THE TEACHING PROFESSION

Questions c J81* 061111 of gfPlie?Secondary ELementaiyYes No Yes No

1. Did the guidance director, prin­cipal or teachers of your high school make any provisions far you to find out about theteaching profession? 66 3U $9 Ul

2. Did you knew before you started to college the salary schedulefor teachers in your horns state? 59 Ul 62 38

3* Did you know before you started to college about the retirementplan for teachers in your state? 59 Ul 59 Ul

hm Did you know before you started to college about the tenure lawfor teachers in your state? 29 71 23 77

5* Did any teacher ip high school ever tell you that you were a good prospect for a futureteacher? 71 29 62i 36

6* Did any teacher in high school tell you tiat you were not agood prospect far a teacher? 7 93 U 96

7* Did any teacher in your high school tell you the bad pointsonly of the teaching profession? 15 85 9 91

8. Did any teacher in your highschool tell you the good pointsonly of the teaching profession? 2k 76 III 86

9* Did any teacher in high school tell you both the good and badpoints of teaching? 81 19 Ik 26

123L o the same question. This left 29 per cent of the secondary students and 3 6 per cent of the elementary who had not received any advice on their teaching possibilities or had been judged poor prospects. The remainder of the questions in Table VII are notdseussed as the percentage of replies was insignifleant.

Ji..udent Attitudes3 Curriculum Practices and Influence of Acquaintances

The questions which were asked freshmen in teacher's college nd the percentage of replies made are listed in Table VIII,Fn-e 12U. In replying to question one, almost 100 per cent of roth secondary and elementary freshmen in teachers college considered teaching a desirable profession.

Almost 30 per cent of the students in secondary and elementary ■ .'Uf'-iticn nad attended a secondary school which had a Future Teacher's Hub. Tnis left a approximately 90 per cent who had not attended a w o o l where a Future Teacher's Club 'was in operation. As indicated y question t:iree only 1C per cent of J no s tudonts in cccor-daiy edu- .i .;:i include 1 in tnis study m l been irenbers of a Future 'F'u.jjr's

in secondary/ sc so cl, pet tnero was a 9 0 per cur.t o p or t unity •Or. t.n other hand, 23 1X5 r cent of the people hi elementary had been ; embers of a future Teacher's Club out of a 50 per cent opportunity, r -erding to the replies made to question four, 6 per cent of the -indents in secondary education preferred the elementary field

TABLE VIII

RESPONSES MADE BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN IN TEACHER EDUCATION AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT STUDENT ATTITUDES, CTRRTCULUM PRACTICES AND INFLUENCE OF

ACQUAINTANCES

Per Cent- of Replies Questions Secondary Elementary

Yes No Yes No

1. Do you consider the teachingprofession a desirable one? 98 2 96 h

2. Did your high school have aFuture Teachers Club? h9 5l 1*8 52

3. Were you a member of theFuture Teachers Club? 15 85 23 77

U, Is elementary educationyour choice? 6 9k 87 13

5. Did any college student who was preparing for elementaryteaching influence your choice? 3 97 16 8It

6. Did ary young elementaryteacher influence your choice? 5 95 26 7U

125

While 13 per cent of the students In elementary education did not consider the elanentary field their preference. The freshmen in elementary education may have preferred secondary work or something outside the teaching profession, yet this is mere assumption as no facts were collected to show what was desired in preference to the fro gram which was being followed.

The responses made to questions five and six show that the influence of friends and elementary teachers was not especially a determining factor far young people who go into either secondary or elementary teaching. The influence of elementary teachers was acknowledged by 26 per cent of the students in elementary education.

Attitudes of Secondary Teachers Toward The Teaching Profession

The attitude of secondary teachers toward the teaching pro­fession as expressed by freshmen in teacher*s college is shown in Table IX, Page 126. In replying to question one, 75 per cent of the freshmen in secondary education, and 73 per cent of those in elementary reported that they had been encouraged by their high school teachers to enter teacher education when they expressed a desire to do so. Of course some of those who were not encouraged could have been deemed poor prospects.

In responding to question two, 29 per cent of the students in elementary education and 30 per cent of those in secondary stated

126

TABLE IX

RESPONSES MADE BY 107 SECONDARY AND 91 ELEMENTARY FRESHMEN 3N TEACHER EDUCATION AT MARSHALL COLLEGE TO QUESTIONS ABOUT THE ATTITUDES OF HIGH SCHOOL TEACHERS TOWARD THE TEACHING PROFESSION

Per Cant of Replies Questions Secondary ElementaryYes No Yes No

1. Did any of your high school teachers encourage you to become a teacher when youexpressed a desire to be one? 75 25 73 27

2. Did any of your high school teachers ever express openly a dislike for the teachingprofession? 30 70 29 71

3. Did any of your high school teachers express dislike for the teaching profession because they disliked working withchildren? 9 91 6 9h

h. Did any of your high school teachers express dislike for their work because of the rigid social expectationsfrom the public? 39 61 32 68

8* Did any of your high schoolteachers ever express dislike for their work because theydid not have any free time? 18 82 3U 66

6, Did any of your high school 28 72 27 73teachers express a wish to leave teaching at the first opportunity?

7* Did any of your high schoolteachers discourage you from entering the teachingprofession? 19 81 l£ 85

8. Did any of your high schoolteachers ever express a dislike for parents and other manbers of the schoolcommunity? 29 71 30 70

127

that their secondary teachers expressed an open dislike for the teaching profession* According to the answers for questions three, four and five, part of the dislike for teaching as expressed by high school teachers could be attributed to their dislike for children, the rigid social expectations from the public and the lack of free time.

In answering question six, 26 per cent of the students in secondary education and 27 per cent of those in elementary stated that they had heard certain high school teachers express a desire to leave the teaching profession at the first opportunity* In secondary and elementary education, 1? and 15 per cent respectively were actually discouraged by their secondary teachers from anticipating teaching as a profession* Approximately 30 per cent of both elementary and secondary freshmen had heard their secondary teachers openly express dislike for parents and other mmnbers of the community.

The attitude of some secondary teachers toward the teaching profession might be a negative factor in recruiting prospective teachers. Despite the discouragement, those teacher*s college students included in this discussion had started on a program of teacher education, but It would oe reasonable to assume that many of the high school students who heard unfavorable comments would be inclined to by-pass preparation for teaching.

129

(Part Two) Liberal Arts College Freshmen

Reasons for Not Bitering Teacher EducationMany people enter college who might make desirable teachers,

but enroll in programs other than teacher education. Of these, some may have been diverted from teaching whereas many would have aspirations outside the teaching field. If those influences were known which direct promising prospects away from the teaching nrofession, and if those directing influences were corrected, the acute shortage of strong teaching personnel might be alleviated*

In an effort to locate the influences that channel young people out of teacher education work, 2U3 freshmen in liberal arts work at Marshall College were questioned as to reasons which caused them not to choose teaching as a profession* Numerous reasons were given, but only three were listed by 10 per cent or more of those students who were questioned. The most prevalent reason listed by liberal arts freshmen was: "I like ny major best*11 Thisstatement does not provide any clue as to why they preferred their chosen field, yet 31 per cent of the students made the response.

The prospect of more pay was listed by 23 per cent of the liberal arts freshmen to explain why they selected some other particular field of work rather than teaching* Experience in a particular field of work prior to college entrance was given by

12917 per cent of the students as a reason for starting the particular kind of stucfy program In which they were enrolled*

Since direct experience seems to be a factor which helps young people make decisions in vocational choice, the teaching profession needs to give attention to providing contact with pupils and teaching situations for young people who are promising prospects for teachers* In some instances such experiences are being provided for those people who are members of the Future Teacher Clubs in secondary schools, and certainly such practices need further study as to their possibilities* Other reasons listed by liberal arts students for not entering reacher education were exceedingly heterogeneous. While some said their choice was based on chance or aptitude, there were also comments like the following * too much school, more freedom, only the best in my choice, greater opportunities, teaching not professional, desire to work twelve months a year, teaching is irritating, poor equipment, just observing teachers s enough, too much work, physical handicaps, teachers and friends, accomplish more in other fields, more suitable employers, and more security*

There is no attempt here to challenge or trace the judgments expressed in these replies. Reasons which received a low per­centage of replies are not discussed, but the percentage of responses may be found by referring to Table I*

130

TABLE X

REASONS FOR NOT ENTERING THE TEACHING PROFESSION AS EXHIESSED BY 2h3 LIBERAL ARTS FRESHMEN AT MARSHALL COLLEGE

Reason Per Cent of Replies

Like ray major 31Accidental choice 2More pay in other work 23Aptitude for other work 8Better opportunity in other work 5Teaching not professional 7Experience in other work 17Too much school 3More personal freedom in chosen field hUp choice better 1Twelve months work 3Teaching too annoying 3Poor equipment 1Watching teachers 1Too much work 3Physical handicap 2Teachers need friends 2Accomplish more in other work 2More suitable employer 1?tore security 1

131

Attitude of Secondary Teachere Toward The TeactJng~*Rrofeesion

The questions about teacher attitudes to which the students in liberal arts college responded, and the percentage of replies are listed on Table IT, Page 133. According to the responses that students made, mere encouragement does not always guide young people into the teaching professi on as 35 per cent of the freshmen in liberal arts work at Marshall College had been en­couraged to do so by their secondary teachers. This left 65 per cent of the students who did not receive encouragement. Here it is reasonable to assume that some of those who did not receive any encouragement may have not been deemed promising teaching prospects. In comparison, as shown in Table IX, 75 per cent of those people in elementary and secondary education had been encouraged by their high school teachers to enter the teaching prof ession.

(

Approximately 35 per cent of the freshmen in liberal arts college had heard their secondary teachers express an open dis­like for teaching. This was 5 per cent more than was found with the students in teacher’s college. In replying to question thre--, 9 per cent of the students in liberal arts work had heard their secondary teachers voice a dislike for the teaching pro­fession because they disliked working with pupils. On this same item, the percentage of responses for the students in teacher’s

132■college ran approximately t lie same as thcc e in liberal arts. In

. • '>11 ion, the a.nsv/ers to questions Tour and live shcr.Ted that 21 cent of the liberal arts students had heard tneir teachers in

..ic secondary’- school express an open dislike for teachinn becauseu.i.'V did not cave any free tine and because of the rijid social

'.-fed here of tue public. Since tin expressed dislikes of uir h

>• -col t caciiorc 'to - be lie nvr:. dr.,' y cun •, ; ocjl*; f ror- enter lay trio

cb'op p'ot-sdoj serious consideration needs to bo ,-ivon tc

'■ ;o : J likes by all people concerned .vith the i/Tprovcment of

;-oh' c, and ospeorbilly by scnool a.-.ir.ii:is+ r at ors•Thirteen pci1 cent _n‘ t..e s tudenfs in liberal arts ind been

■k'ccoly discoura -ed fror, entorinp teacher education by nipi ol teachers. ! iirt Inrncrt, 20 per cent of t ho students and

‘d u.cir secondary to.loners express a wish to leave tne

profession at tno first opportunity. This certainly

v oil .iCt be a Tsoi,or -.vhick vrculd 'i turn., people tc consider

1 .'....ibo- a., ,• ; cssiblo ; rcfession. Indirectly, t:mo arc factor-i a ..xei't. puddinp influence. Other ; osaenses of ti:e freshmen cut f..c att l.tudc s.. x r h i - - •cord -j\; ton ehors nave .net been

- ' • ~ •• - ~ 1 - *■ -t. ... w . b. o f fc- , t • . I . -v L — * Ca A i •

•jocts 'Taught■V i *->

lvo ICt OT GUO.JOi areas vrcre listed by the

133TABUS XI

RESPONSES HADE BY 2h3 STUDENTS IN LIBERAL ARTS AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT THE ATTITUDES OF HIGH SCHOOL TEACHERS

TOWARD THE TEACHING PROFESSION

Per Cent of RepliesQuestion Yes No1, Did any of your high school

teachers encourage you to becomea teacher? 35 65

2, Did any of your high school teachers ever express openly a dislike forthe teaching profession? 35 6U

3* Did any of your high school teachers express dislike for the teaching profession because they dislikedworking with pupils? 9 91

It, Did any of your high school teachers express dislike for their work becausethey did not have any free time? 29 71

5. Did any of your high school teachers ever express dislike far their work because of the rigid social expectationsof the public? 29 71

6. Did any of your high school teachers discourage you from entering theteaching profession? 13 87

7* Did any of your high school teachers express a wish to leave the teachingprofession at the first opportunity? 20 80

8. Did any of your high school teachers ever express a dislike for parents and other members of the schoolcoiwnunlty? 29 71

131*

TABLE XI (CCNTBIUH))RESPONSES MADE BT 2U3 STUDENTS IN LIBERAL ARTS AT MARSHALL COLIEGE TO CERTAIN QUESTIONS ABOUT IKE ATTITUDES OP HIGH SCHOOL TEACHERS

TOWARD THE TEACHING PROFESSION

Per Cent of Replies Questions Yes No9. Do you know any young elementary

teachers who like their work? 77 2310. Do you know any young elementary

teachers who dislike their work? 22 7811. Do you know any young high school

teachers who like their work? 83 1712. Do you know any young high schoolteachers who dislike their work? 28 7213. Have the comments of your acquaint­

ances who are teaching or preparing to teach made you choose not tointo teaching? 7 93

135

liberal arts students as the ones which were taught by teachers who discouraged there from entering the teaching profession* Five per cent or more of the students questioned stated that the teachers who advised there not to consider teaching as a possible profession taught four particular subjects. Of the four, English ranked first with a frequency of 11 per cent. The second was social studies with a frequency of 9 per cent. Mathematics and science were the lowest of the four, each having an equal frequency of $ per cent.

The students in teacher's college were discouraged most frequently From entering the teaching profession by secondary teachers from subject matter areas similar to those listed by arts college students. In fact, the percentage of students in teacher's college who specified English, social studies and science was greater than those in liberal arts. Mathematics assumed exactly the same percentage rank by both groups. The percentage of liberal arts students who had received negative advice about the teaching profession from secondary teachers who taught various other subjects may be seen by referring to Table HI.

Reasons Expressed by High School Teachers to Students for NoT~Ehtering The Teaching Profession

When secondary teachers discourage young people from entering the teaching profession, certain factors lie behind the attitude that is expressed. These reasons may or may not be justifiable.

136

TABLE HI

SUBJECTS TAUGHT BY HIGH SCHOOL TEACHERS WHO DISCOURAGE) STUDENTS FROM HITERING THE TEACHING PROFESSION AS REPORTED BY 2U3 FRH9HMEN

IN LIBERAL ARTS AT MARSHALL COLLEGE

Subject Per Cent of Replies

English 11Mathematics 5Music 2Social Studies 9Science 5Fhysical education 3Art 2Psychology 1Library 1Economics 1Commerce 2Languages 2

137

The liberal arts students vho were Included in this study gave reasons as expressed by their former teachers for not entering the teaching profession. The reasons stated most frequently was poor pay. This reason did not assume great proportions, yet IS per cent of the liberal arts students gave it as the one which was most coimtonly mentioned. Ranking next to poor pay came the long hours that a teacher has to spend each day in order to keep the instructional program in operation. This reason was named by h per cent of the students.

Reasons other than the two already given were expressed, but the frequency ranked less than it per cent. These reasons were: parent interference, principal's attitude, summer vacationwithout pay, poor conditions (such as buildings), politics, con­ducive to being an old maid, social expectations, little opportunity for advancement, annoying work, and no glory.

There are many interpretations for the reasons voiced, but work to be done in order to eradicate the dissatisfaction expressed could be categorized within three areas. First, the people in various school communities need to recognize and act in terms of more desirable school conditions, both material and personal. Second, the profession itself needs to carry out forward movanents that will make the work more attractive or less disparaging. Third, teaching personnel needs to be of a

138

TABLE XIII

REASONS GIVW BY Hlffi SCHOOL TEACHERS FOR NOT ENTERING THE TEACHING PROFESSION AS EXPRESSED BY 2l»3 FRESHMEN IN LIBERAL ARTS AT MARSHALLCOLLEGE

Reason Per Cent of RepliesAttitude of parents 1Attitude of principals 1Stunner vacation 3Boor condition of schools 3Poor pay ISPolitics 2Conducive to being an old maid 2Social expectations 3No opportunity for advancement 2Annoying work 3Mo glory 2Long hours uToo much work 1

139

kind that vlll dedicate itself to the profession and maintain high morale as can be found in law, medicine and the ministry. Appropriate action of the people in first two areas would bring about the desirable kind of human material necessary for the third area.

Reasons for Bitering The Teaching ProfessionThe attitude of secondary teachers toward the teaching pro­

fession as expressed by freshmen in liberal arts college had a positive side as well as a negative, even though certain teachers may not enjoy their work, as 20 per cent of the students reported that their secondary teachers thought the opportunity to work with young people made teaching a worthy kind of job. The urgent need for teachers was listed by $ per cent of the people questioned as a reason expressed by their former teachers for becoming a member of the teaching profession. Several other reasons were stated in addition to the two named, hit none of the remaining ones had a frequency of £ per cent or above. The remaining reasons listed were as follows: short hours, respectablity, fairsalary, summer vacation, clean work, retirement, personal satisfac­tion, security, contact with people, steady job, opportunity to learn, and leadership involved in being a teacher.

Some of the reasons stated are exactly opposite to those that were expressed by high school teachers who discouraged young

HiO

people from being teachers. As an example: Those teachers whodiscouraged young people from becoming teachers gave long hours of duty as an undesirable aspect of teaching. Those teachers -who encouraged young people to become teachers gave short hours work as being an asset. This difference of opinion indicates that a study needs to be made and agreement reached on what is deemed to be a fair and professional time schedule.

The percentage of frequency far the good points of teaching other than the two that were listed by 5 par cent or more of the students were not discussed* but the percentage of responses may be found by referring to Table XIV.

Guidance* Curriculum Practices* Student Attiiudes and Influence of Acquaintances

The questions to which the students responded under this section, and the replies made are listed in Table XV, Page 1U5*

In order for young people to make intelligent decisions in choosing a profession, it is necessary for them to have avail­able information about many professions as a basis for making a choice. In line with this view, the students were asked if the secondary school which they attended made any provision for them to find out about the teaching profession. In replying to this question, U8 per cent of the liberal arts students stated that they had such an opportunity and 52 per cent hAd not. In

ila

TABLE XIV

REASONS EXPRESSED BT HIGH SCHOOL TEACHERS FOR ENTERING THE TEACHING PROFESSION AS REPORTED BT 2U3 FRESHMEN IN LIBERAL ARTS AT MARSHALL

COLLEGE

Reason Per Cent of RepliesWork with pupils 20Short hours 3Need for teachers 5Respectable work hFair salary 3Summer vacation hClean work 2Retirement 1Personal satisfaction kSecurity 3Contact with people 2Steady job 3Opportunity to learn 3Leadership 3

Ih2

replying to the sane question, 66 per cent of the teacher's college freshmen in secondary education and 59 par cent of the elementary stated that they had an opportunity to find out about teaching.

The secondary schools attended by freshmen in liberal arts work had made it possible for 5l per cent of them to find out about the salary schedule for teachers in West Virginia. This left 1*9 per cent of the students investigated who had not been provided with such an opportunity. In comparison, 66 per cent of the freshmen in teacher's college knew about the salary schedule for teachers before entering college. This left a total of 3b per cent of the freshmen in teacher education who were not informed about the salary which they might expect to make after graduation. Fallacious assumptions about salaries may have influenced people facing job choice. This shows that 15 per cent of the freshmen in teacher education had a better opportunity, in their high school work, to find out about salaries for teachers than had those in liberal arts college. On the basis of the preceding information, it would be reasonable to assume that if the liberal arts people were as well informed about the salary received for teaching, some of the uninformed might have elected to be teachers.

As retirement is a factor to be considered by people in any kind of vocation, the freshmen in liberal arts were asked if they understood the retirement plan for teachers in their home states

Ht3

before starting to college. Out of the number questioned, Ul per cent were acquainted with the plan* This left $9 per cent who were not familiar with the facts of teacher retirement* In comparison, UO per cent of the freshmen in teacher education had not heard before starting to college about retirement for which teachers were eligible. This shows that 19 per cent of the students in teacher education had a better opportunity to find out this particular point in their high school program than did those who chose a college program other than that which leads to teaching.

As teacher tenure laws which most states have, should provide drawing power for the profession, the students in liberal arts work were asked if they knew about such provisions before starting to college. In replying, lU per cent stated that they were aware of such an opportunity before starting to college. On the negative side, 86 per cent stated that they did not have a knowledge of this provision of the teaching profession. In teacher1s college, 29 per cent of those in elementary stated that they were acquainted with teacher tenure before starting to college. This differene in percentage of acquaintance with teacher tenure between teacher1 s college freshmen and those in liberal arts was not tremendous, but probably enough to have attracted more prospec­tive people into the teacher education program.

lUli

Many of those people in liberal arts college were considered desirable teaching prospects by their secondary teachers as 37 per cent of the students stated that they had been told that they were. On the negative side, 5 P©r cent of the freshmen in liberal arts stated that their high school teachers had told them they were not desirable teaching prospects.

Cn the basis of the foregoing infarnation, U2 per cent ofthe freshmen in liberal arts had either been told that they wereor were not good teaching prospects. This left $8 per cent ofthe liberal arts freshmen investigated who had not had such helpduring their high school program in appraising themselves as prospects for the teaching profession. The percentage of responses made to questions seven, eight, nine, twelve and thirteen may be found by referring to Table XV.

Fifty-one per cent of the liberal arts students questioned stated that the high schools which they attended had Future Teacher clubs. Furthermore, ll* per cent of them had been members, leaving 86 per cent who had not been. Approximately the same percentage of freshmen in teacher's colleges stated that they attended high schools where Future Teacher Clubs had been organised as those attended by liberal arts students, but percentage of membership in Future Teacher Clubs had been slightly greater far teacher's college freshmen than those in liberal arts.

lUSTABLE IV

KESP016ES MADE BT 21*3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE TO CERTAIN QUESTIONS ABOUT GUIDANCE AND CURRICULUM FRACTICES,STUDENT ATTITUDES AND INFLUENCES OF ACQUAINTANCES

Per Cent of Replies Questions Tes No1. Did the guidance director, principal

or teachers of your high school make any provisions for you to find outabout the teaching profession? 1*8 52

2, Did you know about the salary schedule far teachers in your home state before you startedto college? 51 1*9

3» Did you know about the retirementplan for teachers in your home statebefore you started to college? 1*1 59

U. Did you know before you started to college about the tenure lawfor teachers in your state? II*. 86

5* Did ary teacher in high school over tell you that you were agood prospect for a future teacher? 37 73

6, Did aiy teacher in high school tell you that you were not a goodprospect for a future teacher? 5 95

7* Did any teacher in hij i school tell you the good points ofteaching only? 12 88

8, Did any teacher in high school tell you tbB bad points ofteaching only? 15 85

TABLE XV (CONTINUED )

RESPONSES HIDE BY 21*3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE TO CERTAIN QUEST 1016 ABOUT GUIDANCE A1C CIRRICULUM PRACTICES, STUDENT ATTITUDES AND INFLUENCES OF ACQUAINTANCES

ffer Cent of Replies Questions Yes No9, Did any teacher in high school

tell you both the good and badpoints of teaching? 70 30

10* Did you high school have aFuture Teactiers Club? 51 )t9

11. Were you a member of theFuture Teachers Club? lU 96

12. Do you know ary college students who are preparing to teach inelement aiy schools? 91 9

13. Do you know any college students who are preparing to teach inhis school? 86 lit

1U7

Si terns of data analyzed on the experiences that liberal arts freshmen have had before starting to college, the secondary schools and the teaching profession need to take positive action in improving guidance, curriculum practices, and student attitudes if an increased number of promising prospects are to be attracted into elementary teacher education*

Desirability of Teaching as a ProfessionAs a part of this stuc^, the freshmen in liberal arts

college were asked to list those characteristics of the teaching profession which they thought were desirable elements even though thqr were preparing to enter some other type of work* 3ii the listing, fourteen separate characteristics were itemized* Out of the fourteen, eight were listed by 5 or more per cent of the 2I±3 students who responded* The characteristic most frequently mentioned was helping people* This one was listed by 36 per cent of the students who replied* Second, 11 per cent of the students reported that teaching was an honorable profession*Two characteristics ranked in the third place* Those Tere desirable working conditions and an opportunity to learn* Both were listed by 8 per cent of the students included in this study. Next in order named were the following three: short hours, goodpay, and a long suomer vacation* Each of these characteristics

11*8

had a frequency listing of 7 per cent* The final one above the 5 per cerib mark was regular employment which was named by 6 per cent of the students.

In addition to the eight features discussed, the others named were personal satisfaction, retirement, opportunity to knew people, the need for teachers, an opportunity for leadership and an opportunity far advancement. All of the last features itemized had a freqiency listing of less than 5 per cent by the 21+3 liberal arts students.

The desirable features of the teaching profession naned by freshman in liberal arts were somewhat similar to those which were given by freshmen in teacher college. Generally, however, the frequency of listing was much less with liberal arts people. For example, US per cent of the students in secondary edmation, and 66 per cent of those in elementary listed working with pupils as a desirable part of teaching. In the same area, 36 per cent of the freshmen in liberal arts stated that the teacher's work in helping people was significant and a pleasing part of the teacher's work. If other features listed by the two groups of students were compared, similar relationships would exist.Further comparison may be made between any similar feature named ty referring to Table IV and Table XVI.

TABLE XVI

DESIRABLE FEATURES OF TEACHING AS A PROFESSION AS EXPRESSED BY 2U3 FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE

Features Per Cent of RepliesRegular employment 6Helping people 36Honorable Profession 11Personal satisfaction 5Reti rement 5Short hours 7Desirable working conditions 8Opportunity to learn 8Opportunity to know people 3Good pay 7The need for teachers 3Sunraer vacation 7Opportunity for leadership 2Opportunity for advaneement 3

3-50

Undesirable FPatures of Teaching as a Ifrofession"When the 2k3 freshmen in liberal arts collage were asked to

point out the undesirable features of the teaching profession, fourteen major points were itemized. Even though fourteen short­comings were listed, the percentage of students out of the total included in this study who stated the criticisms was very low except in two instances. This low response indicated that many of the students caild not actually state what they thought was undesirable.

Three of the criticisms mentioned had a percentage frequency of S per cent or more. The one that ranked first was poor pay. Although the judgments may have been based on erroneous assump­tions, this was listed by 28 per cent of the students. The next in order was the monotonous kind of work. This had a frequency- listing of 13 per cent. Poor working conditions were listed third among the undesirable features. It was stated by 5 per cent of participating stuients. Conflicting judgments concerning some of these matters may be due to a lack of a sound infarraational basis. In addition to the three factors already discussed, other undesirable features listed were: insecure job, no opportunityfor advancement, cost of living, work with pupils, associates, woman1 s work, personal life under constant observation, wark nine months of the year only, politics, and too many worries. The foregoing features were not discussed, bit the percentage of students who listed them may be found by referring to Table XVII, Page 1?1.

151

TABLE XVII

UNDESIRABLE FEATURES OF TEACHING AS A PROFESSION AS EXPRESSED BY 2lO FRESHMEN IN LIBERAL ARTS AT MARSHALL COLLEGE

Features Per Cent of RepliesInsecure job 1Monotonous 13No opportunity for advancement 3Poor pay 28Long hours hCostly 3Pupils hAssociates 1Woman's profession 1Personal life watched 3Only nine months work UPoliti cs 2Worries hPoor working conditions 5

152

To the extent that undesirable features stated are valid criticisms, they need to be corrected if the teaching profession expects to attract promising candidates. Not only do those features need to be corrected far the prospective teacher, bub such needs to be done in order to hold many members nho are in the profession now.

Summary far Chapter IVThe information collected from freshmen in liberal arts

and teacher *s college indicated tint experiences need to be provided fcx* prospective teachers which would help them clarify their values. This is evident in the fact that a large percent­age of the students in both elementary and secondary teacher education do not see service to humanity as a prime factor for being a teacher.

A large percentage of the secondary school teachers actually discourage young people from entering the teaching profession, by action and attitude. It is a challenge for people who are con­cerned, with teacher education both directly and indirectly, to recruit and select promising prospective teachers and to provide them with learning situations which might result in the kind of teaching personnel that is dedicated to the profession. At the same time the public and the profession are responsible for the development of the opportunities in teaching to a point whereby

153

they would be comparable or better than opportunities in the other professions. The information collected also showed that manor secondary schools did not provide opportunities for their pupils to find out about the good and bad features of the teaching profession.

Since certain experiences in particular professions seem to be deciding factors in professional choices nade by young people, prospective teachers, as discerned at the high school level, have a need for certain experiences in elementary school teaching situations.

As only half of the students included in this study had attended secondary schools where Future Teacher Clubs had been organized and as these cltbs are designed for guidance purposes, it is evident that extensive work needs to be done in furtherorganization and development of this opportunity.

1Finally, in a study conducted by Zirbes, it was found that professional choices made by young people and guidance offered are often based on insufficient or irrelevant considera­tions, casual counsel or prejudiced opinion. It was also pointed out that a need exists for constructive school and college planning far experiences and contacts on which students may be expected to base better informed judgment. Visits to elementary schools and

ILaura Zirbes, Teachers far Today *s Schools, p. U6.

opportunities to enter into responsible relationships with children were recommended as important because of the prolonged identifica­tion of these young people with high schools. Contacts with recent graduates who are teaching and opportunities to discuss alternatives with them and with competent counsel were proposed as guidance experiences prior to the prospective teacher's choice of level and fields.

CHAPTER V

PRACTICES IN RECRUITMENT AND SELECTION OF STUDENTS FOR ELEMENT A HITEACHER EDUCATION

Chapter V is divided into three major parts. Each part is devoted to the type of action which is manifested in the recruit- rent and selection of students for elementary teacher education by different segments of educational operation in West Virginia. The segments of operation Included in this study are: countyschool units, colleges for teacher education, and the West Virginia State Department of Education. Each major part of the chapter has two divisions—recruitment and selection. At the end, rr within the different divisions, the data that have been inter­preted in a particular section are given in a statistical or descriptive form.

(Part One) The Recruitment and Selection ofStudents for Elementary Teacher Edu­cation In County School Units

In order to determine the kind of action that oublic school people are promoting on the problem of obtaining more promising nrosnects for teacher education, a questionnaire was sent to the fifty—five county superintendents of schools in the State of West Virginia. Of the fifty-five school administrators to whom the

15#

156data gathering form was sent, thirty-five replied. This represented, approximately, a 6it per cent return.

Data were collected on two major aspects of the problem of channeling promising people into elementary teacher education.The data collected on the first major aspect—recruitment-con­cerned organization, guidance and activities. For the second major aspect-selection-the data collected concerned organization, guidance, potential for teaching, techniques and procedure.

Recruitment for Elementary Teacher Education

Organizati onOf the thirty-five superintendents who made responses to

the questionnaire, twenty—two of them stated that their counties h=td a program for recruiting students for elementary teacher edu­cation. This left twelve who stated that no program of such nature was underway in their administrative school units. One individual did not respond to this particular item.

According to the information compiled, an effort had been made to co-ordinate recruiting activities in some counties as thirteen of the county superintendents who responded stated that a person in the county administrative office was responsible for supervising the recruiting activities. Even though organized

157initiative had been taken in thirteen of the counties twenty-two did not have an individual in the administrative office who was responsible for co-ordinating and directing the activities.Evidently recruitment in nine of the counties must have been un­organized as twenty-two superintendents indicated programs, and only thirteen counties had a director for co-ordinating purposes.

In each county school unit in West Virginia, one administrative school official is charged with the responsibility of selecting and recommending teachers to the county board of education. Generally, this is the superintendent of schools or an assistant in charge of personnel. For those county superintendents who responded to the questionnaire on recruitment and selection of students for elementary teacher education, twenty indicated that the administrator responsible for the selection and recommendation of teachers to the board of education took an interest in the recruitment of prospective teachers. Three of the people responding did not answer the question, and twelve stated definitely that the administrator responsible for the recruitment and selection of personnel did not take an interested part.

In order to facilitate recruiting activities, eleven counties had standing committees on recruitment and selection of students for elementary teacher education. Twenty—three had no organized committees, and one person did not respond to the question on committee organization. On the basis of the foregoing information,

158-one of the public school people v/ho are concerned about recruit- •-nont acted largely' as if the problem vrere a "one man's job.

The 3 t and in 3 committees -nhic h had been or janised in eleven ■■cuntinc were composed of people from several divisions of the ‘ on cl.' ’i ; 'refe-:" cn. hi.us cIiol! principals v.-ere r;cst frequently '.•e or no onto d ■= c seven of the eleven commit teas had sues a ropresenta- • . In ado it im, :';vc of a • xra'th.-; hsl s hipila ..i a nl :h school teacher* Three of the committees hue;. 1 .-.••lentv.JV toachor, cut no ol.nontar/ prxneipals• A sta "ro. : tnc s use rir ten uent ' s office was rep resented on sij-c of the fierer.t coia.xitteec• hone of the -roups had a lay representa—

t ve, and only ore riad a mc-mbor* from a teacher cduc at ion institution. X;: t ie eleven counties vu.eee no: onitle os irid car: or •pan'.:.’: cl tc vmrl:.:r recruitment, the cennittoerj ret at regular intervals in cnly . L. of tne counties. fu.p ye ted pro -rams of recruitment wore

reared an i of fora.-d * c '1 h'srese ho -eaools as a Iasi- for

action by t..e :: laud in : ecrcriittoec to t' e different counties.

The sane eleven committees work'.h with t)c hi •••a schools • r t.:e lr

• s of v: cure- i -s hr; :o hr ■' lloninq rro -mr.r of r- crux to. ml. .If r- c'ulo r r h;r -1 r e s t : . c s . - u s i -e to ■

■ ■ ■ ' . f l i t sj.ur . yrt h s d ■ si tees., s or pod vet.. sue..: ..• ’os ibility, sec,; tc ce-opon tr 1.. i a cruiti: jj net e.sh ir . . per

ca out t 7 tiitrt---f iv

instruct- a id placed b- acticr; a s?_a:i of cpusslion v.h .eroby

: -m.s-rs had an or cT,,t.eh.t,r for cc-ourativ: set.:'or. in t ■:

159recruiting program. Just an organization for recruiting purposes does not, by its very nature, produce results as action is essential if results are to be realized.

Recruitment Through GuidanceThe thirty-five counties included in this study had approxi­

mately 180 high schools. Out of a possibility of 180 opportunities, it was reported that eighty-seven of the high schools had a student counselor or some person acting in that capacity. This means that less than half of the senior high schools, according to the report of the superintendents, had a specialized person on the staff to help pupils in making vocational choices.

Only senior high schools were considered for this part of the study on recruitment because of the developmental level of pupils. Usually, senior hif i school pupils are taking on stabilized interest patterns which makes it possible for them to think in terms of occupational and professional choices on a long time basis. Of the 180 senior high schools involved, sixty- four had an organized committee on the recruitment of students for teacher education. Of the thirty-five counties, twenty-two superintendent's reported that the counselors in the senior high schools provided background information on students who were interested in teaching to the people in the county directly res­ponsible for recruitment of prospective teachers. This left

160thirteen county superintendents who did not reply to the question.

In order for high school pupils to use the method of intelli­gence in professional and occupational choice, they need informa­tion on the many opportunities which might be available. As one of those opportunities, twenty-eight county superintendents reported that the secondary pupils were given an opportunity to examine elementary teaching in the light of both its strong and weak points. Seven county school systems either did not make it possible for pupils to examine teaching in an unbiased manner or ignored in practice the question which included the point of view discussed. If high school pupils are to be taught proficiency in problem solving, well organized guidance practices need to be in operation, both in the classroom and from the view of specialized services. For senior high school pupils, they have the common problem of making a wise vocational choice.

In order to determine the guidance services available for the youth in the various counties in the state, the county school administrators were asked if the high schools in their respective counties had definite and well organized guidance programs. Of the county superintendents who replied, eleven reported that the schools in their counties had guidance programs that would meet the characteristics of definite and well organized programs.

161Twenty counties did not have such programs. Two people who replied did not or could not answer the question. Of the thirty—five counties,eleven had guidance programs in the secondary schools. Twenty-two did not have, and no answer was made for two. This left approximately 69 per cent of the secondary pupils who were without specialized guidance facilities.

If appropriate guidance is to be given in the recruitment of prospective elementary teachers, it is important that those factors which influence young people both negatively and positively in terms of the teaching profession be located. Also the reasons that influence choice within the teaching field assume the same importance.

As reported in Chapter TV, it was found by questioning fresh­men in liberal arts work that some very definite factors made teaching undesirable for them. As a further check at the high school level on the reasons that drive people away from teacher education, superintendents were asked if high school seniors who did not manifest interest in being teachers had been questioned as to why they did not want to be. Eighteen out of the thirty- five stated that such study had been conducted. In thirteen counties, no attention had been given to the problem. Four of the superintendents who returned the questionnaire did not answer the question. Finally, the school neople about half of the

162comity school units included in the study, either did not recognize the problem or had failed to start any investigating action.

According to the responses from the thirty-five school super­intendents, eleven reasons had been stipulated by certain high school seniors as to why they were not interested in teaching.Out of the eleven reasons, five had a frequency listing of six or more by the counties that participated* Seventeen superintendents reported that those students not interested in teaching thought that the salaries of teachers were inadequate. Ten stated that the same young people felt that teaching was too much of a re­stricted profession. The other three reasons out of the first five were: teaching too regulated and monotonous, teaching toodull and uninteresrting, and teacher* s life too narrow. Each of the last three reasons given had a frequency rating of six. The seven reasona that had a frequency rank of less than six are not discussed here, but they and their frequency listing can be found by referring to the tabulated information at the end of this division of the chapter part.

When young people demonstrate interest in teacher education, there is further need for analyzation and clarification of the interest that is shown. Sometimes manifested interests are not in t^eir final form, and may pass or need re-arrangement. Even after a person manifests interest in teaching, the 5nd'vidual will need to decide on a particular interest within the chosen field. This is especially true in making a choice between

163secondary and elementary education. Of course these final decisions do not have to be made during the secondary school period, but information that bears on or helps promote an interest should be brought into focus as soon as it will help the person improve his use of the method of intelligence in vocational choice.

In order for guidance practices to help young people clarify interests that may have been manifested for teaching and to provide appropriate experiences for people \*io have not shown any concern for teaching as a means of opening up hidden Interests, it is valuable to know why young people show a first interest in teaching. It is also important to know why certain people are attracted to particular aspects of teaching. On the data gathering instrument *hich was circulated to the different county school superintendents, it was asked if those people interested in elementary education had been questioned as to why they wanted to be elementary teachers. For the thirty-five superintendents responding, twenty- one had made investigations. Ten of them had not done a study of ihe mentioned nature and four did not answer the question.

In the findings reported, love for children was the influence whi ch took the leading role as a promoter of interest for those young people who anticipated elementary teacher education, This one point was checked by seventeen of the counties. Fourteen listed the influence of elementary teachers as next in order of i mportance as an attractor to elementary teaching. Family influence

l6i|ranked third, and had a frequency listing of eleven. Nine counties out of the twenty—one which had made the study of influences affecting the professional interests of the people about which this study is concerned found that the influence of high school teachers was a positive factor. The other reasons which attracted young people into elementary teacher education as listed by the reporting people were: love for books, love for a subject and positions more plentiful. All of the reasons just enumerated had a frequency listing of less than four, and were, therefore, not so significant in the lives of young people in arousing an interest in teaching.

In addition to the investigation made by public school people to find out why high school seniors were interested in becoming elementary teachers, a similar study had been done in twenty counties in order to find why high school seniors were interested in being secondary teachers. It was found in seventeen counties that the prestige attached to secondary teaching was the most attractive feature for high school seniors who had shown an interest in the work. Sixteen school superintendents indicated that love of a subject influenced many young people to became interested in secondary education. The next influences in order of importance were: preference for adolescents over children and the influenceof high school teachers. Each of the last two reasons were listed

165by sixteen of the people reporting out of the twenty >dio stated that they had conducted the stucfcr. It was discovered in eleven counties that many young people thought it was more fashionable to teach in hi£i school. In addition to the five promoters of interest that have been discussed, others were indicated, but did not assume as much rank in importance. The lees significant influences with their frequency of listing can be found by referring to the tabulated data at the close of this section.

In drawing comparisons between the reasons given by public school people as to why certain high school seniors do not want to be teachers and those given by freshmen in liberal arts college for not wanting to be teachers, one strong similarity existed. Far example, the inadequate salary paid teachers was the most coranon reason found by the county studies. The inadequacy of pay was ranked second by liberal arts freshmen for not wanting to be a teacher. Other similarities existed, but the relationships were not close. The freshmen in liberal arts college indicated strongly that work experience before entering college had promoted them to select the particular type of professional educatjon that they were pursuing. This factor was not even mentioned by public school people as a positive influence on the interests of high school seniors in teacher education.

The relationship between the reasons given by public school people on the causes that influenced high school seniors to be

166interested in teaching and the reasons given by college freshmen for entering el ament ary and secondary education were very similar* The relationships were very olose on such influences as love far children and love for a subject* The findings brought out in the comparison would indicate that the people concerned with teacher education should give more attention to those influences that direct young people away from teaching and into other pro­fessions. This point can be exemplified by the effect that prior experience had on the professional choice of freshmen in liberal arts college. By no means does this indicate that efforts should be relaxed on the positive side.

For the thirty-five administrative school units that are included in this study, administrators in twelve had held con­ferences with the parents of those high school pupils who seemed to be good prospects for elementary teachers. In nineteen counties, the superintendent of schools or a member of his staff had talked with high school pupils who showed an interest in the teaching nrofession. In fifteen of the counties arrangements had been made for those senior high school students who were interested in teaching to visit in the junior high and elementary schools.In some cases, visits lasted for the entire day. The number of these visits ranged anywhere from one to two during the year.I^re than one visiting day had been utilized in only two counties.

167In the visitation, no attention had been giv® as to what grade levels were to be included. This could have prevented the pros­pects from getting experience with pupils in different age groups and it is significant if Intelligent choices are to be made by young people interested In teaching. Since direct experience is very influential in helping people make professional choices, planned experiences in teaching situations for young people interested In teacher education cannot be minimized.

As previously stated, provisions had been made in fifteen counties for high school seniors who were interested in teacher education to visit teaching situations in the elementary and junior high schools. In fourteen counties out of the fifteen, the visits were pre—planned with interested students. In this pr e-planning, suggestions were made about what to look for in the classrooms visited. By helping students pre-plan questions to be studied, purpose was established for visitation. This procedure guarded against an aimless type of an activity. After the visits were made, discussion periods were arranged in twelve counties for the students. The discussion periods were conducted by someone who was responsible for the recruitment of students for teacher education. In addition, the school people in the fi fteen counties did not make entries in the permanent record folders of pupils about the visits and related information.

160If recruitment of students for prospective elementary teachers

is to become a joint activity of both the public school people and teacher education institutions! it is necessary to develop systematic ways of keeping and passing information to each other on recruiting efforts and what the accomplishments are. Independent operation at the two school levels on recruitment may not produce the results that are desired, and especially that of getting more promising prospects for teacher education.

In order to help pupils learn best, it is important to locate the readiness period for the learning that is expected. If this is true, then there must be a best time to initiate learning situations for vocational choice, and one of those many choices would be elementary teacher education. In reference to this view, twenty counties involved in this study incorporated recruitment for elementary education as a regular part of the guidance program in the twelfth grade. In fourteen counties the same practices had been initiated in the eleventh grade, in eight counties the tenth, in four the ninth, and in two the eight. Since only thirty- five counties were included in the study, recruitment must have been started in several counties tnrougiiout the different grade levels as forty-ei <-ht frequencies were tabulated from the eighth to the twelfth grade.

According to the frequency count, the eleventh and tv^elfth

grades are considered the most significant for recruiting pros­pective elementary teachers. Of course the significance just anphasized is in close relationship to the stability of interest that pupils have developed by the time they reach the age level generally found in the last two years of high school. Evidently the recruiting for teaching in the last two years in high school related directly to helping students make vocational choices.In no way should recruitment for elementary teachers be construed to mean that pupils prior to the eleventh grade not be permitted to make studies about jobs and job opportunities. This certainly does mean though that pupils should not be pressed to make vocational choice during the early part of their high school work.At the same time, they have a right to make a study of the personal and social problems of living in order that they may learn how to use the method of intelligence. Later, when the time for choice comes, they will have had experience in picking and choosing for themselves.

In recruiting students for elementary teacher education, certain people play a dominant role in the activity. Who are those people? According to the reports from the county school superintendents in West Virginia, the teacher ranks first. Second in order of importance are the counselors who direct the specialized guidance activities in particular schools. Parents, school super­

17 0intendents, high school principals, college seniors in elementary education and supervisors assumed a role of much less significance. The responses from the different county school superintendents on the key figures in recruiting students for elementary teacher education were closely related with the responses from freshmen in teacher’s college. They emphasized that teachers influenced students more in choosing teaching as a profession than any other person listed in the preceding paragraph.

Even though teachers and counselors are the key figures in recruiting activities, the significance of the other people involved need to maximize as it takes the joint efforts of all to get the human material desired* Teachers would have difficulty in functioning proficiently if administrators did not organize and administer, if supervisors did not help with procedure and especially if parents and other people did not provide the means for school operation.

Recruiting ActivitiesJust an organisation for recruiting purposes does not

guarantee results. As the organization is developed, systematic activities need to be inaugurated which are in accompaniment with the plan of organization. Of the thirty-five superintendents replying, fifteen of them reported that the secondary schools had

171sponsored assembly programs which portrayed elementary teaching.

With the special activities carried out for recruiting elementary teachers, representatives from teacher educationinstitutions, had been invited to twenty-three counties to work with counselors on advising prospective teachers. As generally oracticed in West Virginia, help from teacher education schools is used most frequently in college day activities which are built around a special assembly program. As a part of the recruiting acti vities, vocational conferences had been sponsored, in twenty- three counties. They were held at special times during the year. In nineteen out of the twenty counties a section of these con­ferences were devoted to elementary teaching. Just in what manner was not specified.

As publicity is one of the best ways to reach possible pros­pects for elementary teacher education, the counties of the state were asked to specify the kind which they used. It was reported that thirteen of the thirty—five counties used printed literature and public speaking; ten used the press, four made use of spot announcements on the radio at particular times during the year, and two had developed radio programs about aspects of teaching in the elementary schools, EL even of the school administrators who reported did not reply to the question.

The printed material used for recruiting purposes in the

1? 2different counties was constructed locally and obtained through outside sources. The material obtained from outside sources was used most frequently, only six counties having built their ovn. Twelve superintendents did not indicate the use of any kind of material.

The kind of publicity on elementary teaching that appeals to young people will vary with backgrounds of experi enee and sex. What appeals to boys may not be of any interest to girls. What anneals to rural youth may not influence those who were reared in towns and cities. The lines between what kind of publicity that interests the different grouos are not clearly marked, but people who are interested in recruiting prospective teachers need to make a study of the problem.

The kinds of publicity used on elementary teaching in the counties surveyed showed very little differentiation in respect for its appeal, to boys, girls, rural students or town and city students. In fact the kinds of publicity and activities for indivi­dual experiences were used interchangeably. Providing experiences for young people who have manifested an interest in teaching would, indirectly, publicize elementary teaching as a profession. Of course, this would take place mostly through the contact that secondary students have wi th each other.

The kinds of publicity and activities used in the different

17 3counties were: printed material, athletic games, discussion groups,films, visiting schools, work with pupils, J*-H work, discussion with teacher, information on rural life, the same type for girls and boys, and helping society. The frequency listing for any one of the kinds was very low. Seven counties used printed material on opportunities in elementary teaching. All the rest had a frequency listing of less than four. On an average, for the four questions about the kind of publicity for boys, girls, town and city, and rural students, twenty-four superintendents out of the thirty-five did not respond. Considering the reaction by the different school administrators on publicity, it would indicate that clear-cut systems are woefully lacking at the public school level in this area.

Two specific techniques used for recruitment, in addition to publicity were: the help of different student groups and films which depicted elementary teaching as a career. Both types had been utilised in nineteen different counties in the process of recruitment.

One of the most common types of recruiting activities practiced is the organisation and development of Future Teacher clubs in the secondary school. This approach is nation-wide.How membership and participation in Future Teacher Clubs in West Virginia would compare with other states is not a part of

17Uthis study, but the rise or decline of emphasis on recruitment of students for teacher education in West Virginia could partly be determined by the status of club organization and participation over a period of years.

In the school year of 19l|6-k7, the thirty-five counties included in this study had twenty organized Future Teacher GLubs with a total membership of sixty-three, sixteen elementary and forty-seven secondary. In 19it7- 8, there were twenty-four dubs with a membership of seventy-three, twenty-six elementary and forty-seven secondary. The following year, 19 8-4*9, forty clubs were in operation including a membership of 188, eifdity-six secondary, and 102 elementary. In 19U9-$0, ninety-three clubs were in existence with a total membership of 2lj0. Of this total, 112 were elementary and 128 secondary. In 19!?0-$1, the number of clubs had increased to 209 with a membership of 505>. This number was made up of 207 elementary propsects and 2?8 secondary.

Over a five year period the number of clubs increased ten times. The number of elementary prospects participating for the same length of time increased twelve times, those in secondary increased six times. The trend in organization and participation in Future Teachers Clubs is closely related to the problem of getting more human material into elementary teacher education.Even with the increased emphasis made on recruitment, the total membership per club is very small. Certainly this opens up a

175whole new territory for exploration and development.

Ten of the county superintendents who reported stated that the recruiting program as practiced reached the most potential prospects for elementary teacher education. Twenty-one thought that it did not* Those superintendents who reported that the recruiting practices were inadequate, attributed the inadequacies to the following reasons: no organized program, no Future TeacherClubs, counseling program poorly organized, need for experiences in school situations, pupils not interested, lack of personnel, parent's attitude, and poor salary paid teachers.

Even though some public school people are satisfied with the recruiting practices which were in operation and others were not, it must be kept in mind that the prime purpose of recruitment as stated in Chapter III is to attract top-flight candidates to the teaching profession. Since the teaching profession is after top-flight candidates, recruitment must inevitably precede selec­tion in order to guarantee a high quality of prospects among whom selection can be made.

The information interpreted in this division of Chapter V, may be found by referring to Table XVIII on the following page.

Selection for Elementary Teacher Education

If the recruitment of students for elementary teacher

17'6

TABLE XVIII

SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON RKRUTTMENT OF STUDENTS FORELEMENTARY TEACH HI EDUCATION

RBCRUITMBITOrganization

1. Does the county have a program Tor recruiting students for elementary teacher education?2. Is there a person in the county superintendent*s office Who is

responsible for co-ordinating and directing the recruitment activities of the county? 13 22 03. Does the administrator who Is charged

with selection and recommendation of teachers to the board take an interestedpart in the recruitment program? 20 12 3

h. Does the county have a standing committee on recruitment of students for elementary teacher education? 11 23 1If so, the committee is composed of the following people: (Check those thatapply)a. Hif£i school principal 7b. High school counselor $c. Elementary principal 0d. Elementary teacher 3e. High school teacher 6f. Staff member from the county

superintendents office 6g. A lay person 0h. A representative from a

teacher education *i nstitution 1

Number of No Responses Reply Yes No

22 12 1

17 7

TABLE XVUI (CONTINUED)

SUMMARY OF RESPONSES HADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON RECRUITHSIT OF STUDENTS FORELEMENTARY TEACHER EDUCATION

Number of NoResponses ReplyYes No

6. Does the committee meet at regularintervals? 6 22 7

7. Does the committee present suggested programs of recruitment to the differenthigh schools of the county? 11 15 9Does the committee work with different high schools of the county in establish­ment of programs of recruitment? 11 15 9

9. Is a plan carefully thought out andplaced in operation whereby all teachers and particularly those charged with the responsibility of recruitment, co­operate in recruitment activities? 10 16 9

Recruitment through Guidance

10. How many of the high schools in the county have a counselor or some personacting as a counselor? 87 2

11. How many of the high schools in the county have a committee on recruitment of students for elementaryeducation? 6Lt 9

12. Do the counselors for the high schools provide background information on the students who are interested in elanentary teaching to the person or personsresponsible for recruitment? 22 9 1*

TABLE XVIH (CGNTTNUH))178

SUMMARY OF RESPONSES MADE BT THTRTY-FT VE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON R8CRUITMBIT OP STUDENTS FOR

ELEMENTARY TEACHER HJUCATICN

Number ofResponses Yes No

NoReply

13. Are the many fine things about elementary teaching as well as the bad, pointed out to the high school students? 28 6

1*!, Do all the high schools in your county have a definite and well organized program of guidance? 11 22

15. Have high school seniors who are not interested in teaching been askedwhy they do not want to be a teacher? 18 13

16. If so, check the reasons they indicated.a. Teaching too regulated and

monotonous 6b. Teaching too restricted 10c. Teaching too dull and

uninteresting 6d. Teacher's acquaintances

too limited 3e. Teacher's life too narrow 6f. Inadequate salary 17g. Influence of a high school

teacher 2h. Influence of an elementary

teacher 2i. List others not named:Lack of aptitude 1

Lack of opportunityfor promoti on 117. Have high school seniors who are

interested in elementary edu­cation been asked why they wantedto be an elementary teacher? 21 10

lh

179

TABLE XVIII (CONTINUED)

SUMMARY OF RESPONSES MADE BT THIRTY-FIVE COUNTY SCHOOL SUPEH-TNTENDEMTS IN WEST VIRGINIA ON RECRUITMBJT OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of NoResponses ReplyYes No

10. If so, check the reasons they indicated.a. Love for books 1b. Love for children 17c • Love of a subject hd. Family influence 11® • Influence of a high

school teacher 9f. Influence of anelementary teacher Ut

e. List others not named:Positions moreplentiful 1 12

19. Have high school seniors who are interested in secondary education been asked why they wanted to beu secondary teacher 20 11 U

20. If so, check the reasons they indicated.a. Love for books 1b. Prefere adolescents to

children 1?c. Love of a subject 1*d. Family influence 8e. Influence of anelementary teacher 15

f. Influence of a highschool teacher ll

e- Fashionable 5h. Influence of otherstudents 17

i. More prestige 0J. Assume sa1 ary higher hk. List others not named:

18 0

TABIE xvrn (CONTINUED)SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATIONNumber of Responses Yes No

NoReply

Conditions more desirable 1 Easier job 1More specialization 1 12

21. Are conferences held with the parents of a student who is a good prosepct for an elementary teacher?

22. Does the county superintendent of schools or a member of his staff hold conferences with the students who are interested in teaching?

23. Are days arranged for students who are interested in teachingto visit junior high and elementary schools?

2U. If so, do these visits last all day?25.

26.

27.

Each student vi sitst one that applies)a. One time each year

Two times each year Three times each year Four or more times each year

(Check the

b.c.d.

l!j20

If the students visit more than once, the different visits are to the: (Check the one that applies)

a. Same grade level 0b. Different grade levels 0

Are students given suggestions on what to look for in the classrooms visited?

12 22

19

1517

15

16 7

211

19

Ik

35

15

181

TABLE XVIII (CCNTINUID)SUMMARY OF RESPONSES HADE BY THIRTY-FIVE COUNTY SCHOOL SUPHUINTHTOHNTS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FCRELEMENTARY TEACHER EDUCATION

Number of NoResponses ReplyYes No

28. Are discussion periods arranged for the students after visitation with someoneresponsible for recruitment? 12 7 16

29. Does the person with whom the student holds the conference make a written summary of her or his impression ofthe student? 2 17 16

30. Does the written summary go into thestudent's permanent record folder? 0 1$ 20

31. Recruitment for elementary teacher education becomes a regular part of the guidance program in the: (Check the one that applies)a. Eighth grade 2b. Ninth gradec. Tenth grade 8d. Eleventh grade llie. Twelfth grade 20 10

32. The key figure in recruiting students for elementary teacher education is the:(check one)a. Parent 1b. Superintendent of schools 6c. Hi gh school r*rir.clpal 8d. Teachers llie. Counselor 12f. A college senior in

elementary education formthe same high school

g. Supervisors 0

182TABLE XVIII (CONTINUED)

SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER-INT0JDENTS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATIONNumber of NoResponses ReplyYes No

33.

3U.

35.

36.

37.

Do the high schools sponsor assemblyprograms that portray elementaryteaching? IfJ 17Are representatives from the neigh­boring teacher education institutions invited to work vith counselors on advising prospective teachers? 23 6Are occupational conferences held atspecial times during the year? 23 7If so, is a section of the conferencedevoted to elementary teaching as acareer? 19 7Check the kind of publicity that being used for recruitment.a. Printed literatureb. Public speakingc. The pressd. Spot announcements on the

radio at particular times during the year

e. Radio or opt am s

xs131310

h2 11

38. The printed material used for recruit­ment purposes is: (Check the one that applies)a. Constructed locally 6b. Obtained through other

sources 13c. Obtained through other

sources and constructed locally 10 12

m

TABU XV11I (OCNTINUID)SQMMAKT OF RESPONSES MADE BT THERTT-FIVE OOONTY SCHOOL SUPIR-INTWDENTS IN VEST VIRGINIA ON RBCHU1TMMIT OT STUDWTS FORBLBDSfTAKT TEACRiR BHJGATION

Number o f Vo Responses Reply Tea No

39. What k ind o f p u b l ic i ty on elem entary te a c h in g ap p ea ls most to boys? LLatt

M is te d m a te r ia l on o p p o r tu n it ie s 7 A th le t ic games 3D iscu ss io n groups 1F ilm s 1V is i t in g schools 3 22

kO. What k in d o f p u b l ic i ty on elem entary te ach in g ap p e a ls m ost t o g i r l s ? L i s t t

D iscu ssio n s about th e p ro fe s s io n 3 P r in te d m a te r ia l about th e p ro fe s s io n 2Same a s boys 3V is it in g schools 1Work w ith c h ild re n 2 2It

111. What k ind o f p u b l ic i ty on e lem entary te a c h in g ap p ea ls m ost t o r u r a l s tu d e n ts? H a t t

ti-H work 2D iscu ssio n w ith te a c h e rs 2P rin te d m a te r ia l 3V is i t in g sch o o ls 3In fo rm atio n on r u r a l l i f e 2 23

112 , What k ind o f p u b l ic i ty on elem entary teac±iing ap p ea ls m ost to town and c i t y s tu d e n ts? L i s t t

F a i r d is c u s s io n 3D iscu ss io n w ith te a c h e rs 2P r in te d m a te r ia l 1Work w ith c h ild re n 1H elping s o c ie ty 2W a itin g sch o o ls 1 2$

181*

TABUS r a n (CCNT3HUH))

SUHMAHT OF RESPONSES HADE BY THIRTT-FIVE COUNT! SCHOOL SUPBU INTWDHTTS IE V B I VIRGINIA ON RKREKTMHT OF STUDWTS FOR

EUEMENTAKI TEACHER EDUCATION

Number o f No Responses Reply Tm No

1*3. Does th e re c ru itm e n t program in ­c o rp o ra te th e h e lp o f d i f f e r e n ts tu d e n t groups a t p e r io d ic t in e s ? 19 10 6

1*1*. I s a f l l n used in th e r e c r u i t went p rogram t h a t d e p ic ts elem entaryte a c h in g a s a c a re e r? 19 10 6

1*5# How many F u tu re Teacher C lubs were

1*6.

191*64*7 20b . 191*74*8 21*c . 191*8-1*9 1*0d . 191*9-50 93e . 1950-51 209

What was th e ilem bershlp o f th e F u tu reT eachers o f America i n th e county in*

E lem entary Secondarya . 191*64*7 16 1*7b# 191*74*8 26 1*9c . 191*8-1*9 102 86d . 191*9-50 112 128e . 1950-Sl 207 298 19

1*7. I n your Judgment, has th e re c ru itm e n t program th a t i s p ra c t ic e d in your county reached th e most p o te n t ia l p ro sp ec ts f o r e lem entary te a c h e reduca tion? 10 21 I*

U8. I f th e answer to number 1*7 i s n o , l i s t why.

No o rg an ised program 7More F u tu re T eachers Clubs 1 Counseling 2Need f a r experience w ith c h i ld re n 2P up ils n o t in te r e s te d 1Lack o f personnel 2P a re n t 's a t t i t u d e 1More s a la ry needed 1 18

185education is to result in more premising prospects far teacher education, selection should take its appropriate place in the recruitment activities sponsored by the secondary schools. Using the ideas that were developed in Chapter II, Concerns and Con­siderations for Recruitment and Selection, and in the Survey of Literature, Chapter III, as a basis far judgment, selection through guidance should begin as soon as vociational interests start to take on stabilized characteristics. Paralleling trends in human growth and development, the action on selection should be initiated in a generalized fashion at the beginning of the senior high school level, and should become mare intense as students progress through the tenth, eleventh and twelfth grades.

Any selection for elementary teacher education at the high school level should be done through guidance. The emphasis should be placed on channeling prospects into or away from teacher education by helping young people examine critically their potential in the light of various professional and occupational opportunities. Furthermore, the personnel in high schools who work with selection would only have the privilege of offering discourage­ment to those students who might not show promise for elementaiy teacher education or encouragement to these who did.

OrganizationIn order for selection to function in a systematic w ay,

an organization to carry out the intended purpose needs to be formed. Of the thirty—five counties, seven had organized programs

186of selection. Since recruiting activities were operating in twenty-two counties,fifteen were not incorporating selecting and recruiting committees were one and the same. As the two activities should be integral parts of each other, this practice would seem to be commendable* All of the counties which had organized far selection purposes provided far close relationships between the organization and the administrative office of the county*

The committee responsible for recruitment and selection helped initiate and co-ordinate the selection activities which were in operation in a particular county. Where selection was in practice, neighboring teacher education institutions had been invited and were participating in the program. Only three of the counties out of the seven which were doing selection, had committees that met at regular intervals to devote organized attention to the plan of action underway. Careful planning in relation to selection had been done in five of the seven counties. For the remaining two, it could be assumed that action was haphazard and indefinite*

Some inconsistencies existed in the responses about selection in the seven counties which were operating programs. For an example, ten counties had participating help from teacher education institution in programs that were in operation* Other incon­sistencies of similar nature were evident on factors of organization for selection. This would lead one to believe that guessing rather

187than facts was used In sons Instances when replying to the questionnaire* As only seven county superintendents reported that planned systems of selection for elementary teacher educa­tion existed, it could be concluded that organization for selection through guidance or any other way is at a very low ebb in the different school administrative units of the state*

Selection Through GuidanceFor the total number of counties for which reports were ne.de,

forty-aix high schools had trganized committees to work on the selection of students for elementary teacher education. This means that about one—fourth of the senior high schools existing in the area, included, had created seme action on the problem of selection. In these counties both recruitment and selection were managed by the same organization.

According to the responses, some selection was done from the eighth to the twelfth grade, inclusive, although no information was collected which characterized the type of selection that operated at the different grade levels. Even though selection was in action on the different grade levels mentioned, the greatest amount of selection occurred in the eleventh and twelfth grades.

Sixteen county superintendents stated that background material on students who were interested in teaching was supplied to the

188people responsible for selection by the counselors In the different schools* As a part of the counseling service, students interested in being elementary teachers were assisted in analyzing themselves as to their teaching possibilities* This type of service was provided in twenty counties out of the thirty—five*

Various techniques were used to help students analyze them­selves, but no particular one had an unusual frequency. The techniques listed were: personality inventory, aptitude tests, interest tests, scholarship, experiences, visitations, student council work, discussion groups, intelligence tests demonstra­tions, participation, achievement tests, conferences with county officials and club work* Facilities to help students analyze themselves in terms of teaching were provided in twenty counties, but techniques for analyzing purposes were used in only fourteen* This would mean that the practices of selection in six of the counties were based on guess work as it would be impossible to provide appropriate guidance service to individuals without operational information*

Potential for TeachingIn order to obtain promising prospects for teaching, it

is mandatory that the people who are directly responsible for selection, work out conclusions as to what functions the teacher

189needs to be prepared far and capable of performing* Twelve county superintendents out of the thirty-five stated that such conclusions had been reached* At the same time, in itemizing those functions, only ten superintendents out of the twelve participated. This meant that two out of the twelve were not able to state their actions* Oily one of the superintendents out of twelve reported that these conclusions had been placed in written form. Most likely, the other eleven were talking one way and acting another*

The conclusions reached in the ten different oounties as to what functions the teacher needs to be prepared for and capable of performing were not functions, but isolated capabilities*The following is a list cf the so-called functions! common sense, good judgment, personality, attitude, service minded, patient, love for children, leadership, ambitions and interested in children* Actually, most of the foregoing points could be con­verted into functions, but it is evident that the functions of a good teacher were not clear to the public school people who participated in this study.

As reported by county school superintendents, it had been decided in eleven counties what measurable or descernable evidences of capacity or potential far acquiring the capacity are needed for an individual to function as a teacher* In one county out of eleven, the decisions had been placed in written fonn. Evidently

190

decisions had been made In ten counties, but the reporting people did not know what they were. As & further generalization only oneout of the thirty-five counties included in this study had estab­lished, a clear-cut piece of action on functions of the teacher and potential for performing the concluded functions.

In the secondary schools of nineteen counties, various require­ments had been established far membership in the Future Teacher club. Even though the various requirements were used, none of them assumed ary particular precedence except the interest of a pupil to become a member. Certainly interest is an important feature, but it does not necessarily denote potential to function as a future teacher. In thirteen of the nineteen counties, use was made of the interest factor. Evidently other special assets of an individual needed to accompany interest if selective guidance for teacher education is to be a reality. Other requirements in addition to interest were: grade averages, junior or senior standing, teaching aptitude test results, personality rating, application only, strong study habits, and good social and moral standing. All of the listed requirements had a frequency rank of five or less. In fact all but three were itemized only once. According to information collected, only two applicants for member­ship in the Future Teacher Clubs included in the thirty—five counties reporting were denied admission. This figure would indicate one of two things. Very few pupils show an interest who do not meet the requirements or the requirements are not

191functioning.

In nine counties, a deliberate effort was made to select promising students to enter elementary teacher education* In selection, the measurable or discernable evidences collected on capacity or potential to function as a teacher were: grade record, physical condition, interest in people, sense of responsibility, personality traits, and intelligence* Even though the evidences were collected, no weight was assigned to any of the evidences as se nib led. This would make it impossible to evaluate the students in teaching potential to function as a teacher as a basis for judgment had not been established in objective or subjective way.

The techniques available ftx* locating promising prospects for teacher education seem to be inadequate, Idany authorities think that one major difficulty has existed in the fact that researchers have been looking for one technique that answers all questions. Since the human is a many sided individual, effort needs to be devoted to building techniques that will be workable in finding the many aspects of humanity that influence the growth and development of a potential teacher. Even more troublesome was the disagreement on what functions the teacher must be capable of performing• Certainly the building and refinement of techniques

192will be hampered until the kind of prospective teacher desired is defined.

A large majority of the county superintendents who reported stated that instruments could not be used accurately without defining what functions the teacher should perform. Also twenty superintendents reported that instruments far selection could not be used accurately without defining what capacities or potentials the prospective teacher needs in order to function as a teacher. Despite the fact that approximately twenty county school super­intendents out of thirty-five reported that instruments could not be used accurately without defining teacher functions, and potentials necessary to function in a way thought to be adequate, none of the reporting people had done any work on bulldirg cr refining instruments or procedures which could be used to improve the selection practices which were in operation. This inactivity may be attributed to the confusion that existed regarding the functions of a teacher although twelve counties school administrators reported that teacher functions had been isolated and defined.

Regardless of the fact that there are well known instruments, forms and procedures that exist today, a scant number of them was being used by the county school systems. In seven counties out of the thirty-five, use was made of cumulative records, achieve­ment tests, intelligence tests, aptitude tests, and personal con-

193tact by supervisors for selection purposes* Host of the school superintendents did not reply to the question on the use of instruments, fares and procedures for selection or stated that they did not utilize any*

Hi order to help a student who is interested in becoming an elementary teacher make use of the method of intelligence as It relates to making decisions on vocational choice, information about the interested person is essential* For the counties included in this study four or less made use of these kinds of information* These weret scholarship, affiliations and adaptability-(techniques for collection-permanent record card) intelligence (technique of collect!on-interview), school activities, interest, personality and background* How the last four types of information were collected was not specified by the people responding to the questionnaire*

As information is important for guidance in the selection of students for elemaitaiy teacher education, a system of keeping information on the vocational interests of high school pupils is very pertinent* Thirteen counties out of the thirty-five kept such information. This left twenty-two which did not* It would be safe to assume that the traditional type of record keeping was in existence, but evidently no particular emphasis had been given to records that related directly to vocational counseling*

191+For those counties that had selection practices in operation,

five of them used wttnimm standards based on potential to function as a teacher* Four arranged candidates from high to loir in terms of potential and chose from the top until a desired nunber was obtained* Three others left the choice to enter the teaching profession entirely to' the students. If careful counseling was used throughout the high school program, the last practice merits much attention, especially at the senior high school level*Actually, it would be as far as public school people could go in the selection procedures except to encourage or discourage* If vocational counseling is an intricate part of the secondary school program, the appropriate use of guidance information will do the encouraging and discouraging as it relates to becoming an elementary teacher*

ProceduresIn order to select students for prospective teachers, a

reasonable estimation of supply and demand needs to be made by the people who are directly concerned with the problem of selecting promising prospects for the teacher education. Some people think that making use of the supply and demand factor does not work when teaching personnel is scarce, but selection through guidance is

195as significant when teachers are scarce as when they are abundant in order to channel more promising prospects into the profession.

In twenty-four counties out of the thirty-five, an estimate was made of the number of new elementary teachers needed each year* At the same time in twenty—two counties an estimate was made of the number of new secondary teachers needed* The reason that less attention was given to the supply of secondary than elementary teachers, could be attributed to the fact that a larger supply of secondary teachers existed* For all situations reported, the county superintendent and his staff made the estimation of the number of new teachers needed* This certainly would be the administrative start, but other people in public school work, teacher*s college personnel and lay citizens should be included if an awareness for strong teaching prospects is to be developed*

The people who were responsible far the program of selecting students for elementary teacher education made use of the supply and demand information in seventeen counties* In seven counties, the information was not utilized* In the other eleven counties an estimate of supply and demand was not made, therefore, if ary selection practices were in operation they were carried on without reference to the number of new people needed in elementary teaching*

In nine counties the school people were cognizant of several factors that interfered with the development of a desirable program

196

for the selection of students for elementary teachers* Those factcrs were: students not Interested in teaching, teaching profession not interested, lack of personnel, can only give encouragement, loir salary of teachers, long preparation, inadequate guidance, lack of funds, and Inadequate material*

If students are not interested in becoming elementary teachers, it is impossible to utilize selection practices, but the other factors that interfered may have a direct bearing on the little amount of interest shown for teaching by students at the high school level* Some question could be raised as to whether all the factors named actually interfered with selection, for example, long preparation* This must be connected with other things as other professions require longer periods of preparation, but do not seem to lack for candidates* Inadequate recruiting practices could easily be a handicap to interest manifested. None of the factors which interfered with selection had a frequency count of more than two, therefore it is not feasible to draw any particular conclusions.

Even though only seven counties had selection programs in operation, the reporting people from the other twenty—six counties did not designate any factors that interefered with selection*Since the school superintendents from twenty-six counties did not designate aiy difficulties in establishing and operating a selec­tion program, evidently no thought had been given to the question

197of selection In the administrative school units mentioned*

In sixteen counties, a list of prospective elementary teachers were sent to neighboring teacher education institutions, but only seven counties had selection programs in operation. There is no way to reconcile this inconsistency by the data collected. It could be assumed though that no differentiation was made between recruiting quantity and recruiting quality.

In several of the counties an effort had been made to dis­courage undesirable candidates from entering the teaching profession, but only five counties had a systematic way of doing it. In these five a list of both the desirable and the undesirable candidates was sent to the neighboring teacher education institutions. The people responsible for selecting prospective elementary teachers in twenty—two counties channeled undesirable candidates into other areas where success was more likely. This latter practice is very commendable, yet the practice is not conceivable for all twenty-two counties where the practice was reported to be in operation as only seven counties had organized selection programs* From tiie data collected it seems as if a practice was reported which did not exist.

In the year of 1950-51, the school people in fourteen counties recommended 171 candidates for elementary teacher education to neighboring teacher education institutions. In eleven of the

198fourteen counties where the lists of recommended candidates were developed, the receiving schools investigated to verify further the potentialities of the students. Also in the year of 195*0-51* fifteen candidates were discouraged by the people responsible far selection in the various counties. In twelve counties the schools, to which the undesirable candidates were reported, made investiga­tion to verify further the status of the prospects. It was reported that undesirable prospects from eight counties were accepted by teacher education institutions even though they were not recommended by the people at the public school level. This nay be explained by the fact that a ruling by the West Virginia State Board of Education permits any person to enter college who possesses a diploma from a first class high school. It does not guarantee the rig rt for an individual to enter teacher education, though. If an institution of higher learning only offers work in teacher education without a clear-cut general education program, it is not legally possible to deny a candidate, even though un­desirable, the right to enter*

Nine county school superintendents reported that a follow-up was macfe of the students who were selected as strong candidates and encouraged to enter teacher education, but only three out of the nine were able to report the kind of progress that the selected students were doing in teacher education. The two that had collected information about the progress of the students reported

199

that on the average, 22 per cent were doing fair work, 1*6 per cent were doing good work and 32 per cent were doing excellent work#

In nine counties the following factors were used as a basis for judging the progress of selected students: activities, leader­ship, co-operation, morals, student teaching, grades, recommenda­tions, interest, citizenship, honesty, and professional attitude# The frequency use of any particular one was very small therefore, trends cannot be isolated#

An inconsistency existed between the number ctf counties that were reported to have collected factual information on the progress of students and the number that isolated factors on which to base judgment of progress# This would indicate that follow-*up on the selected candidates is largely verbalisms rather than action#In a f olltwr—up made on the students selected fcr teacher education after they started teaching, six county superintendents reported that six per cent of the students were doing poor work, 17 per cent were doing fair, 33 per cent were doing good, and39 pen cent were doing excellent#

In sunr".arizing the discussion on selection of students fcr elementary teacher education ty public school people, it is evident that selection practices have not kept pace with recruitment as recruiting activities had been organised and developed in twenty- two counties out of thirty-five# As an accompanying counterpart

200the school people in only seven counties out of the thirty-five had moved in the direction of organising and developing programs to select students for elementary teacher education through guidance*

Even -where selection programs were evident, many incon­sistencies existed between descriptive action and factual results of the action* These inconsistencies point to the fact that the selection of students for elementary teacher education at the public school level is mainly at the talking' stage* Verbalization alone will not secure the most promising human material for elementary education since it takes action to realize results*

A summary of information on selection as practiced in county school units in Vest Virginia may be found in Table XIX on the following page*

201TABLE XIX

SUMMARY OF RESPONSES LADE BY THIRTY—FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATION

SELECTION

OrganizationNumber of Responses Yes No

1 , Does the county have a program for selecting students far elementary teacher education? 7 25

2, If so, is the school administrator who is responsible fcr selection and recommendation of teachers to the board of education insympathy with the selection program? 8 6

3« Is there a member of the county super­intendent »s staff who is responsible fcr co—ordinating the program of selecting students for elenentaiy teacher education? 9 16

U* Is the person in the county superintendent»s office who is responsible for selection also responsible for recruitment? 7 1U

5* Does the county have a standing committee on the selection of students for elemeritary teacher education? 6 21

6. If so, is this committee the same as theone on recruitment? 7 12

NoReply

3

21

10

in

8

167* If this committee is not the same as the

recruitment ccamittee, the people represented on it are: (Check the ones that apply)

202TABLE XII (CONTINUED)

SUMMARY OF RESPONSES MADE BT THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SEIECTION OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATION

b.c.d.e.f.g*

h.

High school principalElementary principalElementary teacherHigh school teacherStaff member from the countysuperintendent >s officeA lay personA representative from ateacher educationinstitutionList others not named:

100300

00

NcSnber ofResponses Yes No

NoReply

8. Does the committee on selection meet at regular intervals?

9m Does the committee suggest and co­ordinate selection activities in the county?

10* Does the committee or members of thecommittee -work irith the different high schools of the county in establishing programs of selection?

11. Is a plan carefully thought out andplaced in operation whereby all teachers co-operate in selection, especially those charged with the responsibility of selection?

17

13

31

15

16

13 17

18 1212. Have the neighboring teacher education

Institutions been invited to co-operate in the program of selection? 10 18 7

13* Do the neighboring teacher educationinstitutions participate in the programof selection? 11 lU 10

203TABLE XIX (CONTINUED)

SULMARY OF RESPONSES mrra BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION CF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of Responses Yes No

Selection through Guidancelb. How many of the high schools in the county

have a conmittee an the selection of students for elementary teacher education? I4.6

1$» Do these committees manage the recruitmentprogram also? 8 11

16* Are the students who are selected urged toenroll for elementary teacher education? 12 6

17* The selection of students for elementary teacher education begins in: (Check one)a. Eighth grade 1b. Ninth grade bc. Tenth grade 2d. Eleventh grade 7e* Twelfth grade 9

18• Do the counselors provide backgroundmaterial on students who are interested in teaching to the people who are responsible for selection? 16 8

19* Are the students who are interested in elementary teacher education helped in analyzing themselves as to their possi­bilities far teachers? 20 6

20. List the techniques that are used to help students analyze themselves.Personality inventory 6

Aptitude tests bInterest tests bScholarship 2Experiences 2

NoReply

6

16

17

12

11

9

20UTABLE XIX (CONTINUED)

SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR

ELQiENTAHY TEACHER EDUCATIONNumber of No Responses Reply Yes No

Visitation 3Student council 5Discussion groups 3Intelligence tests hDemons trations 1Participation 2Achievement tests hConference with countyofficials 2Clubs 2

Potential for Teaching21. Have tbe people who are responsible

fear selecting students for elementary education reached any conclusions as to what functions the teacher needs to beprepared for and capable of performing? 12 1? 6

22, If any conclusions have been reached as to *hat functions the teacher needs to prepare for and capable of performing, what are the conclusions?

Common sense 2Good Judgment 2Personality 2Aptitude 2Service minded 2Patient 1Love of children 2Leadership hAmbitious 2Interest in people 3

23. Have the conclusions been place inwritten farm? 1 22 12

205TABLE X U (CONTINUED)

SU1&ARY OF RESPOJEES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber ofResponsesYes No

2l±. Have the people who are responsible for the selection of students far elemerftary education decided what measurable or dis- cemable evidences of capacity are needed for an individual to function as a teacher? 11 lU

25* Have the measurable or discernableevidences of capacity or potentialityfor acquiring the capacity to functionas a teacher been placed in written form? 1 25

26* What are the requirements for becominga member of the FT A?

Junior cr senior rank 3"C+n average 5Aptitude test results 1Personality rating 1Interest 13"3“ average Jj.Application 1Good study habits 1None 1Good social and moral standing 1

27• How many candidates were refusedadmission to the FTA in 19UO-51? 2

28# If a deliberate effort is nade to select superior students for elementary teacher education, what are the measurable or discernable evidences of capacity or potentiality for acquiring the capacity to function as a teacher? list the evidences and weight allocated to each*

NoReply

10

9

16

3U

206TABLE H I (CONTINUED)

SIMONY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATIONNumber of No

Responses ReplyYes NoEvidences WeigliGrade record None uPhysical condition None 1

Interest in people None 3Sense of respon­sibility None 2Personality traits None 1Intelligence None 1 26

Techniques29. Do the people who are responsible

far selection believe that instruments can be used accurately without definingwhat functions the teacher performs ? 2 21 12

30. Do the people who are responsible farselection believe that instruments for selection can be used accurately without defining what capacities or potentialities for acquiring the capacities the prospect needs to possess in order to function asa teacher? 1 20 11+

31. What instruments far selecting students for elementary education are being built or refined by the people responsible for selection?Tests 1

None 2$ 9

32, What procedures for selection of prospects for elementary teaching are being built or refined ty the people who are responsible for selection?

None 26 9

207TABLE XIX (CONTINIED)

SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SEIECTION OF STUDENTS FCRELEMENTARY TEACtfSR EDUCATION

Number of Responses Yes No

33* List instruments, farms and procedures nowbeing used to locate students for elementary education who possess the desired capacitiesto function as a teacher*Forms;

Cumula tive records 1None 2f>Instruments;Achievement tests 1Intelligence tests 1Personality rating 2Aptitude tests 1None 16

Procedures;Personal contact by supervisor 1None 22

3U* What kind of information is obtained on each student interested in becoming an elementary teacher? (After each kind of information, list instrument, farm or pro­cedure used to collect it).

Affiliations 1Adapt ability 1Intelligence (Otis Intelligence

Test) 3Scholarship (permanent record) 2Financial standing (interview) 1School activities 1Interest 2Personality 2Background h

35* Is a permanent record folder kept fcreach high school pupil who is interestedin being an elementary teacher? 12 13

NoReply

9

Hi

12

21

1036. Is the information pertinent to becoming a teacher kept in the pupil's permanent

record file? 13 13 9

208TABLE XIX (CONTINUED)

SUMMARY OF RESPOJBES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SEIECTION OF STUDENTS FCR

ELEMENTARY T EACHER EDUCATIONNumber of No Responses Reply Yes No

37• How are superior students selected?(Check one)a. Minimum standards based on capacity

or potentiality far acquiring the capacity to function as a teacher 5

b. Arranging candidates from high to low based on capacity or potenti­ality for acquiring the capacityto function as a teacher and choosing from the top until the desired number is obtained U

c. List ary other method used;Choice left to student 3 23

Procedure38.

39.

Uo*

Is an estimate made of the number and kind of new elementary teachBrs needed each year in the county?Is an estimate made of the number and kind of new secondaiy teachers needed each year?Who makes the estimation?

Superintendent of schools 15Assistant superintendent of schools 3Superintendent's staff U

2k

22

13ijl. Do the people who are responsible fcr

selection make use of the estimated nunber of teachers needed each year in the selection program? 17

U2. If the program of selecting students for elementary teacher education is not a desirable one, list the factcrs that interfere with improvement•

11

209TABLE XIX (CONTINUED)

SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR

ELEMENTARY TEACtER EDUCATIONNumber of Responses Yes No

Student<s not interested 1Teaching profession shews no interest ILack of personnel 2Can only give encouragement 1Lew salary 1Long preparation 1Inadequate guidance 1Lack of funds 1Inadequate materials 1

U3- Is a list of students who are recommended for elementary teacher education sent to the teacher education institutions thatserve the area? 16 12

UJj.* Is a list of undesirable candidates sent to teacher education institutions thatserve the area? 5 23

U5« Are undesirable candidates urged not toenter elementary education? 9 18

U6* Do the people who are responsible fcrselecting students for elementary teacher education, guide undesirable candidatesinto areas where success is more likely? 22 2

b7• Is the help of the counselor for the high school sought in working with undesirable candidates for elementary education? 19 7

U8* Hew maiy candidates were re commended for elementary teacher education during the year of 1950-1951? 171

U9* Did teacher education institutions take any steps to further verify the desirability of the students? 11 9

NoReply

26

7

7

8

11

9

21

15

210

TABLE XIX (CONTINIED)SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUPER­INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTAKY TEACHER EDUCATIONNurrber of No Responses Reply Yes No

50. How many candidates were discouraged from entering elementaiy teacher education for the year of 1950-1951? 15 21

51* Were ary of the undesirable candidatesaccepted by teacher education institutionsfor elementary teacher education? 8 7 20

52. Did the teacher education institutions take any steps to veriiy the desirability of the students for elementary education? 12 8 15

53• Do the people who are responsible fcr selection of students for eleraerfcary teacher education work with teacher edu­cation institutions to ascertain the progress of the selected students inteacher education programs? 9 H 15

5U« If so, what per cent of tlie selected students progressed according to the different levels which follow?

Poor Fair Good Excellent% U.0% h0% 20% 1% sT ToT" F05? 1

% “25£ “W * " ^ T " 1 32

55- What is the progress of the selected students based on? Lists

Honesty 1Activities 2Leadership 1Co-operation 1Morals 3.Student teaching 2Grades 5Recommendations 1Interest 1Citizenship 1Professional attitude 1 27

212

TABLE XIX (CONTINUED)SUMMARY OF RESPONSES MADE BY THIRTY-FIVE COUNTY SCHOOL SUTCR-INTENDENTS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATIONNumber of No Responses Reply Yes No

55« Do the people who are responsible for selection of students for elementary teacher education work with c ounty school administration to ascertain the quality of teaching that is being done by studentswho were selected and are now teaching? 11 8 16

57* If so, what per cent of the teachers who were selected for elementary education, performed a quality of teaching according to the different levels which follow?Poor Fair Good Excellente*/£> 15* 85* l7o% So* l

2% T* 9h% 15 % 15* 50* 5% llo % So* 30* 20* 1

1 1 _ 120 * H6% 30% 16% 1 29

212

(Part Toro) The Recruitment and Selection of Students forElementary Teacher Education by Colleges

Information about the recruiting and selecting activities carries on in the fifteen different teacher institutions in Vest Virginia that provide for the education of elementary teachers was collected ty interviewing various personnel in each college* Vhen the data for this sturfy- were gathered, fifteen different schools in the state had established programs of education far elementary teachers, and all of them sure included in this investigation.

Using the same procedure as followed in Part One of this chapter, Part Two has two divisions, namely, recruitment and selection* Data collected in tiie first division dealt with organization, information, printed material and campus recruit­ment. In the second nejcr division, selection data was gathered on organization, huiran material, techniques, procedure and results.

Recruitment for Elementary Teacher Education

Or ganiz a ti onOf the fifteen colleges in West Virginia which were included

in this study, eleven had some sort of a program for recruiting students far elementary teacher education and three did not have.One was indefinite in its report, and from the information available,

213no conclusion could be reached as to the status of recruiting practices*

Standing comnit tees had been organized in five institutions to carry on recruiting activities* Where recruiting committees had not been established, various college personnel were attempting to manage recruitment. 3b the latter situations, no particular personnel member was predominantly concerned with the work* The people most frequently doing the work were: the director of admissions and the director of guidance* The committees that had been organized for recruiting purposes included representatives from various aspects of the teaching profession. The person most frequently represented was a faculty member from the college staff* Next in order of frequency was the dean of teacher >s college or in small institutions, the dean of the school* Other people represented with a frequency listing of three cr mere were: The registrar, director of admissions and president of the college.

In analyzing the composition of the recruiting committes of the different institutions, it can easily be discerned that no public school or lay people or college students were represented.If it takes the joint concern of all people to improve the human material far eleirentary teaching and many people agree that it does, then joint participation in planning is also a necessity if the best results are to be realized*

21UNine colleges were wcrking with public school officials in

organizing programs to recruit students for elementary teacher education. Four were not, and one did not make a commitment. Five ways were reported try which help was given to public school people in organizing for recruitment. Conferences with school superintendents on plans far recruiting were used mare often with a frequency of three* Beth personal contact with High school seniors and letter writing had a frequency of two* The two other ways used less frequently were: Conferences for future teachers and participationin group discussions.

Of the five ways in which the colleges were oo—operating with public school people in recruiting activities, only one, (conferences with school superintendents) could be classified as a way of helping public school people organize for recruiting purposes. All the others could be labeled as sporadic ways of finding students. Most of the ways listed did net indicate anything that involved pre­planning far continued action*

Eleven of tin colleges out of fifteen stated that field work in the recruitment of studeribs for elementary teacher edu­cation should start in the twelfth grade. The six others started either in the eleventh, tenth or ninth grade. The colleges and public school people are in close agreement on the grade level where recruitment for teacher education should begin as the most frequent position for both centered on the twelfth grade. Somewhat

215less emphasis was given to the eleventh and very little If aiy, prior to senior high s chool. For direct work In helping high school pupils come to a decision on vocational choice, the position of colleges and public school people would be sound in terms of human development* On the other hand, experiences and help in making choices, not necessarily vocational, need to start early and continue all the way through school life in order fcr young people to learn how to make decisions.

According to the reports from six colleges, the k^r figure in recruiting students far elementary teacher education is the high school principal* Next in order of importance, with a frequency of four, was the high school guidance director* According to responses, the public school teacher was the least significant with only a frequency of one* In comparison, school superintendents stated that the teacher was the foremost person in recruiting for elementary education. Freshmen in teacher*s college who were interested in elementary edication also listed the influence of teachers as a major reason far their being interested in the teaching profession.

The personnel in seven college felt that the administrative responsibility for recruiting students far elementary education was the job of colleges, three others named the county super­intendent of schools as the respoisible person, and two the high school principal. One stated that it was the job of all people.

216Certainly college and public school administrators have joint responsibilities in the initiation of opportunity for action*Then it is the job of all people to function within the opportunity provided*

Eleven colleges permitted students in elementary education to participate in recruiting activities* Elementary education students in five colleges visited high schools with faculty members in the regular visitation program. Four colleges arranged for the members of the Future Teacher Chapter to work with Future Teacher Clubs in the high schools* A student in elementary education in one college was a member of the recruiting committee* The last way of participation named contains much significance and needs continued stucfcr and thought, but it received very little enphasis as a practice in the colleges included in this stuc y.

Xnfornat ion about The RrofessionIn making vocational choice, students in high school need

to be familiar with information in many different areas of opportunity if the method of intelligence is to be used in making decisions* The advantages and disadvantages of the teaching pro­fession are characterized by many pointed facts that seniors in high school would need to know if an examination is made of pro­fessional and occupational opportunities*

Seven colie geo found that high school seniors knew about the single salary schedule far teachers in West Virginia* Four found that they did not, and the remaining four had no information on the item under consideration. Six colleges statedthat high school seniors were aware of the living conditions and community regulations placed on elementary teachers. About four colleges found that the students were not familiar with the condi­tions and regulations. Five of the institutions were not familiar with what the students knew. Three colleges found in their work with public schools that the seniors in high school were aware of the service performed by elementary teachers. The other twelve colleges had either not made ary study cf tie experiences of high school seniors or found that the stuients were not aware of the service function in elementary school work. Nine colleges had found that seniors in the secondary schools knew about the recrea­tion time for teachers. Of course this piece of information is well known by most all people.

On an average, only one college found that high school seniors knew about service retirement, disability retirement, and sick leave for teachers in Nest Virginia. The other fourteen either found that they were not familiar with the stated features of the teaching profession or no effort had been made by the colleges to find out what the students knew about teaching as a profession*

218Printed Material

Eleven teacher education inetltutione sade use of printed material in their recruiting activities, but only five of the eleven made any differentiation between the material used with elemexlary and secondary students • The greatest source of the printed material used was the college* Ten of the institutions built their own recruiting material while five used the college source plus others* Only one college depended entirely on out­side sources for recruiting material*

College catalogs came first in usage, with a frequency- listing of eleven. Four institutions reported the use of leaf­lets about special features of the teacher education program*The other kinds of printed material used with a frequency listing of only one Included: Information published by the NationalEducation Association, facts on the need for elementary teachers, special editions of the college paper, admissions bulletin, elenentary curriculum bulletin, and personal letters to prospects*

The statistical kind of professional inf or rati on has very- little appeal to students who are in the early stages of making a vocational choice* At the senior high school level and even in the initial stages of college work, information of any action type has a strong appeal to those people who have not, actually, begun education for a particular profession.

219Six colleges distributed printed material for recruiting

purposes at all times. Evidently, this would mean that a steady flow of information was being directed to high school students*Six institutions distributed printed information in the spring and one in the winter time. Two colleges did not make any state­ment about the time of distribution* Since recruitment of students fcr eleraentazy teacher education should be a continuous and systematic process, the distribution of printed material at all times would be more consistent with th e approach thought to be desirable.

Two major ways were used for the distribution of printed material to high school students. Ten institutions mailed the material directly to the students in secondary schools, and nine made the distribution personally to individuals and groups of high school pupils* This produces a total of nineteen institu­tions which was more than the number included in the stuc r, but the inconsistency in nuntoer occurred because the same institution used both the mail and personal contact as ways of distributing printed information.

Certain kinds of printed material may influence young people to choose teaching as a profession, and other kinds rr*y be useless.The effectiveness of certain printed materials can be determined by studies, conducted for the purpose of finding what has functional use.

220One aoliege out of fifteen reported that high school seniors

had been asked to rate the printed material distributed as to its effectiveness in recruiting students for elei® ntaiy teacher edu­cation. At the same time the college that reported the study could not name the naterial which had been evaluated. On the basis of the facts collected, it would be reasonable to assume that the stucfcr conducted by the one college on the effectiveness of recruit­ing naterial was done carefully.

Finally, in terms of response made by the different teacher education institutions in the state, no work has been done to determine what recruiting naterials are actually effective. It seams as if the people 'in charge of recruiting students for elementary teacher education just try something and hope it works. Such action is far removed from the scientific approach to recruit­ment, and could be wasted effort.

The colleges were asked to list recruiting material which was most effective in attracting rural high school seniors, urban high school seniors and boys ard. girls into elementary teacher education. Oily one institution out of the fifteen attempted to make any differentiation. This one particular institution did not actually differentiate as the college catalog was the major piece of material used to make the separation. In terns of general practices, the college catalog is not built to care for individual differences among particular groups, but developed to explain the

221programs offered by the school*

The recruiting material that would Influence rural high school seniors to choose elementary teacher education may not have any appeal to seniors In urban schools* In addition, the printed naterial that would Influence girls into elementary training, nay not be an attraction for beys* Even in recruiting far elementary teacher education, Individual differences among human beings must be considered in order to realize results* If colleges, in their recruiting programs, expect to develop action which is c cn sis tent with the way human beings grow and develop, continuous studies will have to be developed in order to find the

tkind of printed material that influences different people*

Economic Condit ion of StudentsDuring the school year of 1950—51, a total of seventy—one

freshmen in elementary teacher education, enrolled in the schools included in this study, were aided by the colleges in the farm of loans, jobs, scholarships and other means. This number also included the forty-five scholarships granted by the state board of education in elementary education* All the students except nine were reported as being needy, and deserved the financial assistance which they received*

222If the scholar ships grax&ed by the state board of education

irere deducted from the total of seventy-one only eleven Would remain* This means that scholar ships, jobs, loans and other foms of economic help available for needy and deserving students who might be interested in becoming elementary teachers were at a very loir ebb in the different teacher education institutions* This could be partly explained ty the fact that all the institutions except two are located in small towns or villages where jobs for students are almost non-existent other than those available on the campus*

Recruitment through GuidanceTen colleges reported that freshmen who showed an interest

in teacher education were urged to state a preference between the secondary and elementary program in their first seraster of work*Four of the institutions delayed having students make a statement of preference until a later date. One school out of the fifteen did not make a ccxnmitment as to when students were requested to make a choice within the area of teacher education.

Urging stvdents, in teacher education, to make a specific professional choice in the early part of the freshman year ignores the value of guidance services in helping students decide more thoroughly the level of teaching where they might be able to function

223moet effectively. This mould be true because sufficient time would not have elapsed to set the available guidance practices into action. It would be almost impossible to accumulate a n y guidance information in such a short time except the data portrayed by high school records*

AH of the fifteen colleges except one mintained advisers to whom freshmen were assigned on enrollment* One function of the advisers was helping students in choosing their profession.This help probably consisted of merely helping students nstke class schedule although no data was collected which would support the generalization, yet the time factor within itself would limit the advisory action largely to registration procedures*

Various types of information were made available to advisers as a guide in helping students decide on their professional goals*The types of information had a wide distribution* No one type had a high frequency rank, except the high school records which were used by ten different institutions* The next in order of importance was the use of the Co-operative Engl is t Test and the American Council on Education Psychological Examination re stilt s. Each had a frequency of five* This means that only one—third of the colleges in the state were making use of the two techniques or similar ones* Four of the teacher education institutions were using the Kuder Preference Test results in helping students decide their professional goals* As previously stated many other types of

22 Uinformation wore being used, but the frequency- for each type other than these discussed was two or less*

No constellation of guidance information could be discerned from the reports made by the different colleges* This would point to the fact that institutions need to make a s tucty- of information that is pertinent to the guidance of students in their selection of professional goals* Along with a study of this type, techniques would need to be selected which would isolate the information desired.

It was reported that advisers in nine college made adequate use of the guidance information available, and in two otter they did not* Four of the schools did not make any commitment what­soever as to the use of the information* Four of the institutions reported that student advisers in teacher's callege made the best use of guidance information* Three stated that the advisers in liberal arts work did a better Job with it, and four did not note any difference* The other four schools either did not know or failed to respond*

In order for guidance practices to function in the recruit­ment of students for elementary teacher education, the place of the professional program for students in teacher education has particular significance* Where it should begin is a debatable question among many educators* The colleges included in this stuc jr reported three different kinds of practices as to the place of initiating professional education for their students. Eight

225of the schools followed a plan of organization wherety the first professional courses far students began in the sophomore year*In six institutions^ the professional aspect of teacher education was launched in the first semester of the freshman, year* &te school started its professional work for teachers with second semester freshmen*

As a generalization, if recruitment of students for elementary education is to be closely related to the ongoing process of edu­cation that students pursue in their college work, the professional part would need to take an early position* This would make it possible fcr colleges to organize areas of experience for students which have direct relationship to aspects of teaching*

As a part of the professional education for prospective teachers, direct experience with children was used try all the colleges at various times during the four year program. For the prospective elementary teachers, five institutions provided tills experience in the first semester of the freshmen year* Six organized for experiences with children in the first semester of the sophomore year^ two in the first semester of the senior year and two in the last semester of the same year* Evidently students in four of the colleges, only, had an opportunity for direct contact with children during their student teaching* Opportunities for students in secondary education to get direct experience with children were almost Identical to those provided

226far the people in elementary education*

Aa experience -with pupils is one of the best ways to helpprospective teachers decide the grade level on which they wish to teach, the experiences should begin early, and continue throughout the program with emphasis on the increasing maturity of the experience.

In the direct experiences with pupils of school age, four colleges provided opportunities far students in secondary edu­cation to work with adolescents only. Eleven others provided experiences with both children and adolescents. Far students in elementary teacher education, direct experience with children, only, was provided by five colleges. The other ten had a program organised whereby the prospective elementary teacher obtained direct experience with both children and adolescents. In the program of experience with children and adolescents, twelve colleges out of the fifteen reported that the prospective teacher both observed and participated in work* For tie other three schools only observational opportunities were provided.

In recruiting students for elementary teacher education, the broad experiences with both children and adolescents provided far the prospective secondary and elementary is a sound procedure as it would assist all the prospects in deciding more clearly the grade level which they preferred to teach* Working with pupils on different grade levels is an excellent opportunity for young

227people to get experiences as a basis for making choice within the teaching field and accordance with their real and true interests*

Campus RecruitmentIn campus activities for the recruitment of prospective

elementary teacters, twelve of the fifteen colleges sponsored a day for the caning together of high school seniors who were interested in teacher education* Ch this particular day eight colleges made special provisions for them to hear about elementary teaching* Presumably four of the colleges which sponsored the special day did not organize anything unusual that would add impetus in recruiting for elementary work* Of those schools that did organize a particular part of the program to interest seniors in becoming prospective elementary teachers, the nnnner in which elementary teaching was presented to them, included such activities as interviews, displays, visiting public schools, explanation of the orientation program, discussions by faculty members, group conferences, and discussion of the program of studies in the department of education or teacher*s college* None of the special procedures provided to interest people in elementary education, received a significant frequency count, but all indicated that an important place had been assigned to elementary teaching as an

228area in the profession of teaching •

Thirteen colleges In the state toad organized a freshmen week fcr beginning students* In the program of activities during fresi>- men week, twelve colleges arranged opportunities far students to find out about element airy teaching as a profession* In addition to freshmen week, seven of the colleges had organized an orientation course* In three of the seven schools the orientation course lasted for three weeks* Three institutions operated the course far one semester. In one instance it ran throughout the year*

Various purposes permeated the orientation courses which had been organized and were in operation* Four colleges stated that the chief reason fcr the course was to acquaint students with the college* In another instance, remedial teaching was done in the orientation program* One college used the course for general testing* Three other institutions devoted the time allotted for orientation to career planning, and personal and social adjustment* Ctf the several purposes stated far an orientation program, career planning seemed to be thB strangest factcr for recruiting students into elementary teacher education* This does not imply that the other purposes listed by the different colleges would not have ary bearing upon recruitment, yet their function would be of an indirect nature*

Since only a small nunher of the teacher education institutions

229represented In this stucfcr had a well organized orientation program, college people could do a noteworthy piece of work in developing orientation practices. Such practices would implement, tremendously , the efforts of the people who are responsible for the recruitment of prospective eDementa^y teachers. In the orientation practices, only four colleges out of the fifteen, reported that elementary teacher education received Just emphasis. This inequity would not likely exist if orientation programs were organized and dedicated to career planning and other practices which related to personal, social and professional needs of college students.

The organization of Future Teacher SLubs and chapters in the nation shows that increased action in the secondary school and colleges has been taken to arouse the interest of young people in teacher education. Thirteen of the fifteen teacher education institutions in West Virginia had organized Future Teacher chapters. In about all the institutions any student was eligible to become a member if he demonstrated an interest in being a teacher.

The first Future Teacher chapter in West Virginia was organized at the college level in 1938* Other chapters developed in a steady sequence after the first one was initiated. According to the records which were available, the latest one was organized in 19?0. Two of the institutions had not organized Future Teacher chapters and three had not kept any systematic records of operation. The total

230EKsnbership In all 'the Future Teacher Organisations in 1950-51 had increased apprcociaately 106 per cent over the total anr ail­ment in the first years of organization* BBtween the dates of initial organization and 1950—51 the membership in Future Teacher organizations for those people interested in elementary education almost doubled. The secondary membership had a similar increase ■whereas the manbership of those people working for a certificate in the single curriculum increased eleven times. Far the period covering World War II, Future Teacher organizations had very few members who were interested in elementary education. Shortly after­ward, the membership began to gain momentum but not in proportion to the people in secondary, using job opportunities as a basis for comparison.

Table XX shows that opportunities far improvements are available in Future Teacher Work. First, the organization of Future Teacher Chapters in all the schools would add impetus to campus recruitment of elementary teachers. Second, improved record keeping would provide better circumstances for scrutiny of operation. Third, a better balance between those people interested in secondary and eleientary, in proportion to teaching opportunities, is open fcr critical study and action.

In recruiting prospects for elementary teaching, four of the fifteen teacher education institutions had special policies that had been designed to attract men into the profession. The remaining

TABIE XX

FUTURE TEACHER CHAPTERS, DATE ORGANIZED IN DFFEREJT COLLEGES IN 1EST VIRGINIA AND MEMBERSHIPOF EACH CfAPTER FCR FIRST YEAR AND IN 1950-51

Date of Member­ No. Member­ NoCollege Chapter ship No* No Single ship No. No. Single

Organiza­ F irs t Elemen- Second- Curric­ in Elemen- Secondary Curriculumtio n Year . ^SL. ,S7 ulum 1*50-11 . -..‘HZ..

A 1*33 In fcrm tion not available *0 20 60 10B 1*38 Infoimation not availableCD

1*3*1*3*

h S

171*50

Information not ^ v a i la b le 0 13

221013

33

06

E 1*1*0 Information not availableF 29 lii 15 0r\LI 19U2 7 7 0 0 20 12 8 0H l*Ui Information not availableI 19li5 16 3 12 1 27 11 13 3J 19U8 2* 5 23 1 33 18 13 2K 1*1*9 1* 3 16 0 UO ■ 20 20 0L 1*50 12 11 1 0 • 12 11 1 0M Information not availab leN Information not availab le0 Information not available 15 10 h 1

Totals U*5 71* 69 2 301 139 11*0 22 231

232institutions had not developed policies of such nature os* could not respond to the question. Of the four schools -where policies had been developed te attract men into elementary teaching, only- one was able to specify what had been done. Those policies specified by the one school included; personal conferences with prospects, emphasis on opportunities for men in elementary education, special activities in the orientation program, and the use of a faculty adviser system.

As four schools stated that policies had been designed to attract men into elenentary education and only one could state the policies that were being practices, three of the schools must have been talking practices that did not exist. All four of the schools reported that the policies designed to recruit men far elementary teaching were producing results, yet only one was able to name the policies that had been established. It is difficult to understand how certain policies produced certain results when the policies were not identifiable.

In campus recruit]®nt eleven of the colleges had questioned students in secondary education to find out what influenced them to choose secondary teaching. As a result of the questioning, several influencing factors were discovered. The three factors vrhich had the highest frequency rank were: Prestige of high school teachers, desire to work with older pupils and favorable location of secondary schools. The other factors in addition to the three

already discussed had a frequency rank of one each* In addition to the work with students in secondary education, ten of the schools had questioned the enrolloes in elementary education in order to locate the influences that had caused them to choose elementary teaching* Five influences -were listed by the reporting institutions* Three of the influences which had the highest frequencies were: love for children, easy program to completeand job opportunities are greater*

In questioning students who transferred into elementary edu­cation from other programs, ten of the institutions found seven reasons which caused the transfers. These reasons were: job opportunities, anyone can teach elementary school, easy life, love for children, failure in academic work, program less difficult and privilege to teach on two years of college work* Of all the reasons named only one, job opportunities, had a frequency rank greater than one* This particular reason was listed by nine different schools*

Eight of the fifteen colleges included in this stucfcr had questioned students who transferred out of elementary education to find the influences that caused them to transfer* These influences were: blind choice at the beginning, misconception of an academic admiser that elementary teaching is for those who can do nothing else, prefer adolescents, no prestige for elenentary

23ltteachers, fear of unfavorable placement and prefer special subjects. None of the influences listed had a frequency rank of any signlflcsnce. In fact, each was nasied only once*

Four colleges reported that studies had been conducted to find out uhy students In liberal arts work did not choose to be teachers. The four schools that reported the stud els were unable to list findings of any significance. Svidently the studies were of a kind where the results disintegrated. At least no conclusions could be stated.

In making comparisons between the reasons given by freshmen in teacher* s college for those entering elementary teacher edu­cation, end the roe sons found in studies made by public school people and teacher education institutions, the one reason idilch was predominant in the findings made from all three groups was love for children. The Influences that caused young people to enter secondary teaching as reported by public school people and teacher education schools did not have as close an agremeent with the reasons, actually, reported by freshmen in secondary teacher education as with those in elementary work.

As reported in Chapter IV, the students in liberal arts work gave definite reasons as to why they did not choose to be teachers, but the teacher education institutions included in this study made no systematic study of the influences that discouraged

23$people from being teachers. In the recruitment of students for elanentary teacher education, it is not enough to just know shat influences people to become teachers as those forces which drive prospects away from the teaching profession need attention.

As another aspect of campus recruitment, six of the fifteen colleges stated that the elementary teacher education program was somewhat of a dumping ground for students who did not do satisfactory work in other areas. The same schools reported certain practices that directed these students into elementary education. Those certain practices as listed by the different schools werej Slow students are guided into elementary education, great need for elementary teachers, idea of many people that any person can teach school, and counseling by mathematics and science teachers. If the elementary education program is used as a damping ground for misfits from the other areas of college work, desir­able prospects may be lost as such a program may be deemed irreput- able by some strong students.

ResultsAbout one-half of the colleges included in this study reported

that the program of recruitment which was in operation reached the most potential prospects far elementary teacher education. The other half of the institutions stated that the program of recruit-

236ment for elementary teacher education vaa not effective in reaching the strong prospects that Bight be available for elementary teachers.

Several reasons ware reported by the institutions why the recruitment program did not function adequately although none of the reasons reported had axqr significant rank, Even though the frequency count was insignificant, the interferences listed should be worthy of consideration if colleges are interested in working far an Improved program in recruiting prospects for elanentary education. Those handicaps Itemised by the reporting Institutions were: Lack of prestige on the campus for the depart* ment of elementary education, administrative policies prevent a systematic program of recruitment, many students and faculty members think that just any old *plug" can teach elementary school, not enough personnel, service area does not demand it, high school principals direct strong students into other fields, and large schools "-gobble up" prospects for liberal arts work.

Table XXI depicts certain enrollment trends in teacher edu­cation, but the quality of the enrollees is not verified. In the period between 19^6 and 1951, the number of freshmen enrolled in elementary education increased from 258 to 36U or UO per cent.For the same period, the nuirber of men preparing to be elementary teachers decreased from 92 to 61 or approximately 3h per cant.In 1?U6, sixteen freshmen were enrolled for work in the single

237curriculum. Five years later, the enrollment had grown to 31 ,but there was very little increase in the number of men enrolled. Between 1956 and 1951, the total enrollment in teacher education decreased about one hundred. During the same period the number of mon decreased in proportion to the total enrollment. At the sane time the total numbei* of students enrolled in elementarr work realised a substantial increase with a very s light gain in the number of men. From 1956 to 1551 tae number of people working the single curriculum increased more than twenty times. In this type of preparation the number of men enrolled increased heavily.

dor the five year period covered in this study, the number of students preparing for elementary teachers shewed an encouraging increase as well as those working for the public school certificate whies entitles the holder to teach in either the elementary or seccciiary schools. Even though the number of prospective teachers did not increase between 1?56 and 1951, the number of freshmen in cleREntary teacher education for the school year of 1950-51 was larger in proportion to the total enrollment in elementary work than it had been in previous years. Sut tne total number of nan interested in becoming elementary teachers did not change*

238In this division of the chapter pert, organisation for

recruitment at the college level had a clear-out plan In five institutions. At the sane time the practices tended to degenerate into promlsclous visiting and speech making rather than forward action which was well pre-planned and pointed In the direction of a particular purpose*

As a large proportion of students in both teacher's college and liberal arts work were unaware of what the teaching profession had to offer, procedures to acquaint students with the many pro­fessions, teaching included, are open for study* Furthermore, the blind use of printed material for recruiting purposes Indicated that all of the teacher education institutions included in this study are obligated to make a study °f recruiting material as it relates to the developmental aspects of humanity.

In most Institutions the guidance practices at the freshmen level were largely confined to schedule making ,and may or may not have any value in helping the student decide the area of work in which he might function best. Especially, attention needs to be directed to freshmen orientation programs which are almost non-existent* About half of the teacher education institutions reported that recruiting practices reached the most potential pros­pects for elementary teacher education* The other half responded in the negative. Here co-ordinate study by different institutions would help them find information on which to base judgment and action*

239

TABLE mCERTAIN ENROLLMENT TRENDS IN T H B p iF J

INSTITUTIONS IN WEST VIRGINIA^ BEW

1# - 19

Fresh­ Men Men Nreih Men Menmen freshmen Freshmen freshmen men freshmen Freshmen freshmen Students StudIn in in single In single in in In single In single in Men In ielemen­ elemen­ curric­ curric­ elemen- elemen­ curric­ curric­ teacher teacher eleiCollege tary tary ulum ulum toy tary ulum ulum education educationtarjA 15 1* 0 0 20 7 0 0 $06 350 . \B 16 6 0 0 k 2 6 2 2Ql| 103 1;CDE

22 9 7 3 GE GE GE GE 735 W (17 6 0 0 GE GE GE GE 32 12 ]P 31) 5 3 1 126 3 6 1 1000 U60 1]G Information not arallableH Information not (tillable 50 12 Information not availableI

JK5? k 6 2 ki 3 10 2 333 138 122 8 0 0 h 7 k 0 231 lSIg 1L 75 50 0 0 85 27 5 2 375 123 1!M Information not arallableN Information not available

C Information not availableTotals 258 92 16 6 361f 61 31 7 J1I6 1757 , 6

'SEN TUCKER EDUCATION EEN 19i|6-19l|.7 »nd 1950-1951

1 1950-1951

Students*

Studentstents In Men In Students Men In Students In Men in.n Man In single single In teacher In Men In single singlelen- elemen­ elemen­ currle- teacher educa­ elemen­ elemen­ curric­ curric­r tary tary ulum education tion tary tary ulum ulum*5 5 0 0 300 200 65 20 1 1!8 52 0 0 88 $ 61* 26 6 3>3 17 11 3 596 281 101 21 13 9L2 6 0 0 20 7 12 1* 0 0L8 18 18 8 1105 1*67 21*0 1*2 691* 252

250 100 105 25 200 10030 13 11* 5 237 11*0 120 8 11* 6

10 15 1 0 288 133 121 28 1* 052 93 0 0 1*30 215 177 50 9 5

58 219 1*1* 16 33U, 1579 1005 221* 91*1 376

21*0Detailed information on recruitment as practiced in the

colleges of Vest Virginia may be found in Table XXII which follows4

TABLE XXXISUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATION 3NSTITU-TT0N3 IN WEST VIRGINIA CN RKRUITMBIT OF STUDENTS FOR ELEMENTARY

TEACH HI EDUCATIONRECRUIT MINT

Organ!eationNumber of No Responses Reply Yes No

1. Does the college have a program for recruiting students for elementaryteacher education? 11 3

2. Does the college have a standing committee on recruitment of studentsfor elementary teacher education? $ 10

3* If the college does not have a recruit­ment committee, who manages the recruitment program?Director of admissions 2No one specifically 2Regi strar 1Vice president 1Director of student guidance 2 Admissions counselor 1

lu If the college has a recruitmentcommittee, the people represented on it ares (Check the ones that apply)a. The registrar 3b. Dean of teacher's college lic. Director of admissions 3d. A superintendent, of

schools 0e. An elementary teacher 0f. A member from the follow-

up program of the college 1g. List others not named:ft*esident Faculty member President of student ^

Business manager 1

TABLE XXII (CONTINUED)2h2

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FORELEMENTARY TEACHER EDUCATION

Number of No Responses Reply Yes No

5# Are any of the members of the recruitment committee working with public school officials in organizing programs of recruiting students for elementary teacher education? 9 U 2

6. If so, how are they helping?Personal contact with hi^i school seniors 2Conference with county superintendents 3Conference for future teachers held on the campus 1Writing letters to prospective teachers 2Participating in discussion groups 1 6

7. Field work for the recruitment of students for elementary teacher education starts with the: (Check the ones that apply)

a. Eighth gradeb. Ninth grade 1c. Tenth grade 3d. Eleventh grade 6e. Twelfth grade 11 1

8. The key figure in recruiting students for elementary teacher education is the:(Check ones that apply)a. County superintendent 2b. High school principal 6c» High school guidance director 1d. Teacher 1*e. Spogjo^ of Future Teachersf. No program 1 0

tabu: mi (continued)SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of NoResponses Reply Yes No

9. The administrative responsibility for recruiting students for elementary teacher education 1st (List)a. High school principal 2b. County superintendent of schools 3c. Colleges 7d. Teachers in the profession 2e. State department of education 1f. All people 1 U

10. Are students in elementary teacher education given an opportunity to helpwith recruitment? 11 3 1

11. If so, in what ways do they help?College FTA members work with high school FTA members UStudents on the campus suggest names of good prospects 1Students in elementary education ▼isit high schools with faculty members 5Student in elementary education is a member of the recruitmentconmdttee 1 h

Information about the Profession12. Do high school seniors know about the

single salary schedule for teachers inWest Virginia? 7 U U

13. Do high school seniors know about theliving conditions of elementary teachers? 6 3 6

lli. Do high school seniors know about community regulations placed on theelementary teachers? $ h 6

2 Uh

TABLE XXII (OOHTINUM))SIMfAKT OF RESPONSES MADE BI THE FXFTON TEACHER EDUCATIONINSTITUTIONS IN VEST VIRGINIA ON RBCHXJITMWT OF STUDENTS FORELEMENT ART TEACHER EDUCATION

Mmbcr of No Responses ReplyTea No

1$. Do high school seniors know about theservice that is rendered by elementaryteachers? 3 6 6

16. Do high school seniors know about thevacation time of tea chars? 9 1 5

17. Do high school seniors know about theretirement law for teachers in Vest Virginia? 1 9 518. Do high school seniors know about sick

leave for teachers in Vest Virginia? 2 8 519* Do high school seniors know about dis­ability retirement for teachers in Vest

Virginia? 1 9 5

Printed Material20. Does the college distribute printed material 11 , 3 1to high school students on elementary teaching?21. Is any differentiation made between material used to recruit elementary and secondary

students? 5 8 2

22. The printed material used is: (Check the ones that apply)a. Developed by the college 10b. Obtained through other sources 1c# Developed by the college and

obtained through other sources 5 1

23. List the printed material used in the recruit­ment program and star the ones developedby the college*

21*5TABLE XXtX (CCNTINUH))

SUMMAHI OF RESPONSES MADE BT THE FIFTM TEACHER EDUCATIONINSTITUTIONS IN WEST TOROMIA ON RECRUITMENT CF STUDHJTS FORELEMWTAHT TEACHER H)UGATIONNumber of No Responses Reply Tea No

■•College catalog 11Material from the Nation Education Association 1♦Leaflets about the college program hInformation on the need for elementary teachers 1♦Special edition of the school paper 1♦Admission bulletin 1♦ELementary curriculum bulletin 1♦Personal letters to prospects 1

2U* At what time during the school year is printed material distributed to high school pupils? (Check one)a. Fall 1b. Winter 1c» Spring 6d* At all times 6e* Does not apply 1

25* How is the material distributed?By mail to high school pupils 10Personally, to groups and individuals 9Through the high school principal 1

26* Has the college asked high schoolseniors to rate material distributed as to its effectiveness in recruitingstudents for elementary teacher education 1 13 1

27* If the material has been rated, list in order of effectiveness* 15

21*6TABUS x m (C9CNT3HUB))

SUM4AKI OF RESPONSES HADE BY THE FITPEW TEACHES EDUCATIONINSTITUTIONS IN VEST VIRGINIA CM RBCHUITMBfT OF STUDENTS FORECJWWTART TEACHR EDUCATION Number of Responses Yea No

28. What material ia moat effective for recruiting rural high school seniors for elementary teacher education?

Don't know 9College catalog 1Personal letters 1

29. What material ia moat effective for recruiting city high school seniors for elementary teacher eduoation?

Don't know 8College catalog 1Personal letters 1

30. Has it been found that printed material used effectively in other states, works effectivelyin the area served by the college? 3 2

31. What kind of material influences boys most?Don't know 5College catalog 1Information on athletics 1Personal letters 1

32. What kind of material influences girls most?Don't know 5College catalog 1Information on social activitiesPersonal lett? 1

Economic Condition of Students33. How many freshmen students in elementary

education for 19$0-1951 were aided by the college, in the form of jobs, loans, scholarships or other means? 171

NoReply

h

5

10

7

7

21*7

TABLE XXTI (CONTINUED)SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA CN RECRUITMENT OF STUDENTS FOR

ELEXRfTAKT TEACHER EDUCATIONNumber of No Response* Reply Yes No

3h. How many of them were needy? 62 6

Recruitment through Ooldance35 • Are first semester freshmen who areinterested in teacher education urged to

state a preference between secondary and elementary teacher education? 10 1* 136, Do all college freshmen have an adviser

to idiom they are assigned when theyenroll? ll* 0 1

37* Does the adviser help the student choosehis professional goals? ll* 1

38, What information is available to theadviser for helping the student choose his professional goals?Intelligence tests results 3Kuder Preference Test results 1*High school record 10Reading test result 2Co-operative Ehglish Test result 5 Characto? reference 1Aptitude test results 1Personality test result 1Heston Adjustment Test result 1Information on salary9 tenure and retirement 1Record of student In two years of general education 1American Council on Education,Psychological Examination 5Application for admission 2Ross Mooney check list 1Arithmetic test result 1Strong* s Interest Inventory 1 0

TABLE XXXI (CONTINUED)SUtMAJCf OP RESPONSES MADE BY THE FJTTEIN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR

ELEMENTARY TEACHER EDUCATION

39. Do advisers make adequate use of the information about advisees?Uo. The best use is made of infona&tion

on students by advisers in* (Check one) a* Teacher*s college Ub. Liberal arts college 3c. No difference Ud. Don*t know 1 3

Ul. The professional program for students in teacher education begins in theirt (Check the ones that apply)a. First s an ester of college 6 b„ Second semester of college 1c. Third semester of college 8d. Fourth semester of collegee. Fifth semester of collegef. Sixth semester of college 0

h2. Direct experience with children isoffered to students in elementary education in their * (Check one)a. First semester of college work 5b. Second semester of college work e. Third semester of college work 6 d* Fourth semester of college worke. Fifth semester of college workf. Sixth semester of college workg. Seventh semester of college work2h. Eighth semester of college

work 2 0

h3. Direct experience with children is offered to students in secondary education in their* (Check one)a. First semester of college Ub. Second semester of college 1c. Third semester of college 6d. Fourth semester of collegee. Fifth semester of collegef. Sixth semester of collegeg. Seventh semester of college 2h* Eighth semester of college 2 0

Number of No Responses Reply lea No

9 2 h

TABIE XXII (CONTINUED)2h9

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON RJSCRUITMBIT OF STUDENTS FCR

ELEMENTAHT TEACHER EDUCATIONNumber of Responses Yea No

Students In secondary education are given an opportunity for direct experience with:(Check the one that applies)a. Children Ub. Adolescents 11c. Both children and adolescents 0

U$. Students in elementary education are given an opportunity for experience with: (Check one that applies)a. Children 5b. Adolescents 10c. Both childrai and adolescents O

U6. In the program of experience with children, does the prospective teacher? (Check the one that applies)a. Observe 3b# Participatec. Observe and participate 12

Campus Recruitment1x7* Does the college sponsor a day for thecoining together of high school seniors

who are interested in teacher education? 12 3U8. If so, Is special providlon made for them _to hear about elementary teaching? 8 31x9. In what manner Is elementary teachingpresented to them?Interviews 1Displays 1Visits to public schools 2Orientation program 1Talks by faculty members 1Ck-oup conferences, such as FTA 2Program of studies established by the education department 1

NoReply

0

0

O

0

h

2$0

TABLE XXXI (CONTINUED)SUMMARY OF RESPONSES MADE BY THE FITTEST TEACHER EDUCATIONINSTITUTIONS IN VEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR

ELEHBTTART TEACHER EDUCATIONNuaber of No Responses Reply Tea No

50. Does the college have freshmen week? 13 1 151. Do students have a chanoe to find out about opportunities for elementary teaching

during freshmen week? 12 352. Does the college have an orientation oourse? 7 6 253* How long does the course run?a. One week 3b. One semester 3

c. Okie year 1 851t. What is the purpose of the orientation

course?Acquaint students with the college URemedial work 1Testing 1Career planning 3Personal and social adjustment 3 6

55. Is elementary teacher education givenjust emphasis in the orientation course? It 5 6

56. Does the college have an FTA Chapter? 13 1 157. Are students selected for membership in

the FTA Chapter? 2 10 358. If so, what are the requirements?

Enrollment in teacher's college 1Interest in becoming a teacher 1 13

59. Has any particular policy been designed to attract men into the elementaryteaching field? U 8 3

251TABZJE XXTI (CCNTINUED)

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATICNINSTITUTIONS 3N WEST WRGEENIA ON RECRUITMENT OF STUDENTS FORELEMETTAKT TEACHER EDUCATICN

Nunfeer of No Responses Reply Yes No

60. If so, what is the policy?Personal conferences 1Opportunities for men are emphasised 1Orientation program 1Use of Advisers 1Colleges not replying 1 111

61. When was the policy started? 19U9 1 ll*62. Has the policy worked? U 2 963. Has the college ever questioned theenrolleea in secondary education to find

out what influenced them to choosesecondary teaching? 11 1 3

6U. If so, what were the influences?High school teachers 1Good insurance policy 1ft*estige of high school teachers U Do not like to work with children 2 Favorable location of secondary schools 3Last attended high school 1Too maiy subjects to teach in elementary school 1Don*t want to teach a one—room school 1Better chance to marry a desirable person 1Parents 1 3

65* Has the college ever questionedenrollees in elementary education to find out what influenced them tochoose elementary teaching? 10 U 1

252TABLE XXII (CONTINUED)

SUMMARY OF RESPONSES HADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FCR

ELEMENTARY TEACTER EDUCATIONNumber of Responses Yes No

66. If so, what were the influences? Love for children Easy program to complete Women are attracted to elementary pupils Inferiority over mastery of subject matter Job opportunities greater

U2

12

67. Has the college ever questioned students who transferred to elementary education to find out what influenced them to make the transfer? 10

68. If so, what were the influences? Job opportunities Anyone can teach elementary school Easy lifeFailure in academic work Like children Program less difficult Can teach on two years of college

11111

o i'&o the college ever questioned students who transferred out of elementary education to find influences that caused the transfer?

70* If so, what were the influences?Blind choice at beginning 1Misconception of academic adviser that elementary teaching is far those who can do nothing elsePrefer adolescentsNo prestige for elementaiyteachersFear of unfavorable placement Prefer special subjects

NoReply

5

2

5

2

253TABLE XXII (CONTINUED)

SIM&HY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATICNINSTITUTIONS IN WEST VIRGINIA ON RECRUITMENT OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of NoResponses ReplyYes No

71* Has the college ever questioned studentsin arts college to find out what influencedthem not to be a teacher? It 8 3

72# If so, what were the influences:parent s 1Teachers 1Community experts 1 12

73* Is the department of elementaryeducation of the college somewhat of a dumping ground for students who do notdo satisfactorily in other areas? 6 9 0

7h» If so, what are the practices that direct these students into elementary teacher education?

Slow students are guided into ele­mentary education 2Poor teachers in service 1Great need for elementary teache rs 2Idea that any person can be an eleirB ntary teacher 1Counseling by mathematics andscience professors 1 8

Results75* Does the program of recruitment reach the most potential students for elementary teacher education in the high schools of

the area that the college serves? 8 7 0

TABLE XXII (CONTINUED)SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONinstitutions in west Virginia on recruitment of students forELEMENTARY TEACHER EDUCATION

Nunfeer ofResponses Yes No

76* If the answer is "no," list why.Lack of respect on campus for department of education 1Administrative policies 1Some students and faculty think that just any old "plug" can teach school 1Not enough personnel 1Service area does not demand it ' 1High school principals direct into other fields 1Large schools "gobble—up" prospects for liberal arts work 1

NoReply

8

255Selection fbr Eleiaentary Teacher Education

OrganizationOf the fifteen teacher education institutions in West Virginia

which were included in this s tucfcr, four repartee, that a deliberate effort was mr de to screen students for element ary education. This left eleven ire t it at ions which had not systematically organized any screening activities to accompany the program designed far the education of elementary teachers*

In order to co-ordinate the selection practices three of the colleges had organized a committee on the selection of students for elementary teacher education* Various kinds of people were represerted on those coumittees which had been established, but no particular person was represented with a persistent frequency* Out of tin different people, the most common one was: The head of thedepartment of education or the dean of teacher's college. Occasionally, a public school person was represented. None of the schools ever used a lay person or a student member* In two situations the selection committee was the same as the one which was charged with the responsibility of co-ordinating the recruiting activities.

At the schools where no committees had been developed to co­ordinate toe selection program, an administrative officer assumed the responsibility for tiie operation of selection practices. Here an inconsistency existed in the information that was reported as roro schools stated that serne person was responsible for trie selection

256activities than originally reported the use of deliberate screening practices# This inconsistency may have been a result of sporadic practices in selection that the colleges used#

In order for practices used in the recruitment and selection of students for prospective elementary teachers to function best, a foil aw—up program is an es sen tin.1 counter—part# Of the fifteen schools included in this study, eleven reported that such a program iiad been organized# As only four of the institutions had a systematic program of selection, the follow-up information must have been used for other purposes# The work of the selection coraalttees that had been organized involved several types of duties, but no central tendencies in functions performed by the groups cculd be located from the information rep>arted# Even though no central tendencies in action existed, all of the practices -would be war thy of con­sider a ti on teacier aducation institutions that anticipated a :'ro,:Tac of selecting students for elenEniary teacher education*The practices as reported were: Deciding on qualifications fcrprospective teachers, then finding procedures and techniques fbr locating such people, deciding on student admission, considering candidates for scholarsiiips, directing Future Teacher programs, j-as sing on eligibility for junior standing and certification, up­holding standards, and finding better prospective teachers#

Four teacher education institutions reported that the people 7h;c 'ivere responsible for the selection practices at the college level gave organized help to public school officials in establishing

257and ope ratine programs of selecting prospects far elementary teachers. As a part of this organized help, one college suggested '•rays and means of organizing and establishing a selection program# Even though four colleges reported that assistance was given to public school people in finding mere promising prospects far elementary teacher education, only two types of assistance could be specified. Those two types of assistance were: Work with Future Teacher Clubs and speaking at career day prograns# Actually, these two functions have more of a recruitment emphasis than that of selection. In addition, both practices are commonly used by nany teacher education institutions and probably have very few cliaracteristics of organised help#

Ten colleges had encouraged public school officials to submit recommended lists of students for elementary teacher education,In terms of the recommended prospects, the teacher education schools acted in several different ways# The most common type of action was to correspond with the prospects or contact them personally as means of enrolling them in elementary teacher education.

In an effort to guide promising prospects into elementary teaclnr education and poor prospects out, seven colleges used the personal conference as the predominant procedure# Cue used test results and two others used the general education program* In analyzing the frequency of tlie different tecliniques, the informtion does not indicate that co-ordinate use was made of the techniques

258far guidance purposes• The human Is a many-sided individual, no one segment c£ information Is sufficient fcr adequate guidance purposes. To the contrary, adequate guidance requires information on the mary facets of hitman growth and development.

After a student had enrolled in elementary teacher education, the major points of selection as practiced by the different colleges which committed themselves on selection activities were: Enroll­ment in student teaching, graduation, junior standing, and certifica­tion for teaching. For all major points, except in three situations, academic achievement was the only criterion used as a basis for judgment, m most schools, an average grade of "Cw was the required achievement. Other than a certain grade, the recomnendaticn of the student *s adviser, r©comaendation of a member of the department of education and a favorable personality rate were required by one school fcr admission to junior standing.

In terms of the information reported ty the colleges used in this study, academic achievement is still about the only source of evidence used to decide fitness fbr teaching. Academic achieve­ment, alone, is a veiy meager source of information to be used as a basis for judging the possible success of a prospective elementary teacher. As pointed out in Chapter III, a constellation of informa­tion, academic grades included, depicts more clearly the whole human in relationship to strengths and weaknesses for elenentary teaching.

259Potential for Teaching

Seven teacher educ at ion institutions reported that the people who were responsible for selecting students for elementary teacher education had worked out conclusions as to what functions the teachers need to be prepared for and capable of performing• Of the functions that the teacher needs to be prepared fcr and capable of performing as reported, the most signif icmt weret Understanding child growth, ability to get along with people, and knowledge of the evaluative process* Other functions and abilities of lesser significance can be fcund by referring to the itemized information at the end of this division* In the total list of functions and capabilities of performance, no institution mentioned the teacher's function in curriculum development fcr the capability necessary to discharge this function.

Even far those few teacher education institutions which had deliberately reached conclusions on the kinds of human material fcr which they were searching, only a beginning seemed to be evident.Ch the other hand, a db. j ority of tlie colleges included in this study had a great amount cf work to do as they have not taken even the first step toward deciding the kind of human material that is desir­able far elementary teachers*

Of the SDB.11 number of colleges which had done some work on tne functions of a good teacher and capability of functioning as such, three had worked their conclusions to the point where they

260could be stated In written fern. Of course* placing the conclusions In written form does not guarantee a sound program of selection* bub it does Indicate systematic action In thinking*

Of the fifteen colleges in West Virginia which have elementary teacher education programs* five reported that the people who were responsible for carrying out the selection activities had made decisions on what measurable or discarnable evidences of capacity* or potential far acquiring the capacity* were needed for a person to function as a teacher. Of the five schools* three had placed the decisions in written fomu According to the infer mat! on collected* no central tendency existed on what the measurable or discemable evidences were or the weight allocated to the different kinds of evidence as it functioned in the screening practices. In many instances* the colleges reported evidences and techniques for collecting evidences interchangeably. This would indicate that the evidences sought and techniques used for collection were not clearly understood. From this , one might also assume that the functions of a teacher and capability fcr performance were in a state of con­fusion with the people charged with the responsibility of selecting students for elementary teacher education. Especially* no clarity had been attained as to the value of a piece of evidence when it was located.

261Techniques

Even though the functions of a teacher hive been clarified, and dlscemable evidences of capacity or potential fcr acquiring the capacity to perform as a teacher have been agreed upon, techniques for finding the evidences sought must be brought into use. Ten colleges stated that instruments for selection purpose could not be used accurately without first defining what functions that teachers should perform. One reported that defining the functions of teachers was not a pre-requisite to the accurate use of instruments in selec­tion activities. The remaining four institutions did not commit themselves on the quest ions.

Tai teacher education institutions also reported that defining what capacities the prospect needs to possess in order to function as a teacher was essential if accurate use cf instruments were to be used in selection practices. The other five institutions included in this study did not make a statement.

Only one teacher education institution in the state lad built ocr refined any instruments to be used fcr selection purposes. This particular institution sad constructed a farv on which a record of goals were kept far each student in eflaaentary education. These goals were set by the student and his faculty adviser. In addition to liu instrument, several procedures had been devised far selection ; urposes, but no particular procedures had a frequency use any greater than one. The procedures as reported may be found by referring to the itemized infarmaticn at the end cf this section

262of tlB stuly. For the different fcmns, instruments and procedures used to locate students far elementary te a c h e r education -who possessedthe desired capacity to function as a teacher, only a frequency of one was reported even though fifteen teacher education institutions -were included in the study. Bi several instances, the forms, instru­ments and procedures which were listed actually have a greater connota­tion for recruitment than for selection. As the frequency count far each item was extremely low, a discussion of each item at this point vrould not add significantly to tiie interpretation of selection activities as practices by the fifteen colleges used in this study.

Various kinds of information were collected on students who vrere interested in becoming elementary teachers. Of the different kinds of information collected, tie most significant was the high school grade record. This information was obtained from school records. The second piece of information in order of importance rac interest in teaching. This was collected through the use of the Kuder Preference Test. Personality, background and achievement ranked tnird in importance with a frequency rank of three each.Tne personality information was collected by the use of two tech­niques, namely, conferences and rating scales. The school record Vi'as the basic means of gathering the facts about the student *s back­ground. As reported, the third piece of information in the third order of importance, achievenent, w as located ty administering the

263American Council on Education Psychological Examination* The latter piece of information and. the technique for collecting it are in­consistent vrith each other as the technique is a psychological examination and not an achievement test* Other information and techniques fcr collecting it was reported, but the order of importance only rated a frequency rank of one*

Where an effcrt -was made to select promising students far elementary teacher education, three different approaches were used* Of the three, the most cannon one was minimum standards based on capacity or potential far acquiring the capacity at function as a teacher. The other two werer Arranging candidates from high to low in terms of certain information and choosing from the top until a desired number was obtained; and the high school principal and teachers 1 recommendation.

In about all situations, where the minimum standards approach was used, the cutting line was decided in terms of academic achieve­ment. Using academic grades alone as a means of selecting human material that has the capacity or potential for acquiring the capacity to function as a teacher does net coincide with the whole, human concept of a prospective teacher*

Twelve of the fifteen teacher education institutions had developed permanent record folders fcr each student who was enrolled in elementary education* Eleven schools stated that the folders contained admission information, but most of colleges reported that

26Uthe mentioned information was used for general guidance purposes rather than for special emphasis in selecting for elementary teacher education.

ProceduresIn the tee of procedures six colleges reported that students

were selected far elementary teacher education before enrollment, and six others stated that selection was done afterwards. It should be noted here that in the early part of the discussion on selection practices at the college level, only four institutions reported that a deliberate effort was made to select students fcr elementary teacher education, yet twelve of the institutions reported certain selection procedures. Why this inconsistency? No information included in this study will actually point up a reason. It could be assumed that the people interviewed reported inadequate information or the procedures used existed only in terms of talking.

Hone of the colleges utilized selection practices both prior to and after enrollment. If such procedures were followed, it would give more continuity to finding more promising prospects for teaching education* In addition to the continuity, the procedures would in­corporate the guidance concept as applied to screening. Four institutions gave entrance examination after thB students had enrolled in school. None of the schools reported how much time elapsed before the examinations were given. Seven others stated

265that the examinations were given prior to enrollment* The latter practices would give the teacher education institution an opportunity to start making use of infer nation collected through the entrance examinations for guidance purposes. Such a practice would be more in tune with the concept of selection through guidance*

The information records of all the schools included in this study, except one, showed that no student who anticipated being a teacher whether elementary or otherwise iad been refused permission to take the entrance examinations* legally, a student could not be refused the right to enter college ty the West Virginia State Board of Education ruling permits ary student to enroll in the state institution of higher learning, provided the student has graduated from a first class high school* The ruling does not govern entrance examination, but if the examinations are a regular part of the enroll­ment procedure, taking the examinations would be a part of the privilege granted ty the board*

Five institutions reported that tin method of obtaining informa­tion on the supply and demand of teachers was adequate. The remaining ins tit ut ions either did not respond or stated tint method was un­satisfactory. Where the method of obtaining information on the supply and demand was unsatisfactory, the reasons for the in­adequacies, as named, were: No systematic stut^y made, not enoughpersonnel at the college level to do the research, and available information too general*

266Bi West Virginia, no college in the state that had a program

of elementary teacher education used any type of a quota system that limited the nunfcer of freshmen enrolling in elementary edu­cation. Such a system would not be possible according to the state board ruling as previously discussed unless each school had a general education program far the first year or two* Then it would not be a question of placing a quota on the number ofibesh- men that would be admitted to elementary teacher education, but on the nuntoer that could be admitted beyond tie first or second year of college work.

As an analysis of the program for the selection of students for elementary teacher education, the different colleges were asked to list the factors that interfered with the improvenBnt of the practices that were being followed. Despite the fact that no constellation of difficulties occurred, those factors reported would warrant attention in an effort to improve or organize a program for the selection of students for elementary education*

Tie facts that interfered with the improvement of selection practices as reported were: greater amount of time for an orienta­tion progran, need for mere faculty members, teacher demand is greater than the supply, administrative policies of the college, no quota for the entire state and no sub-quotas, certifications standards too low and ruling of the West Virginia State Board of Sducation.

As a part of the procedure in finding more promising prospects

267far elementary teacher education, certain co~ardinating practices at the state level would assist and Innovate the selection practices in the different teacher education Institutions. Here, seven colleges reported that the state had an agency that unified the activities of the teacher education institutions in the selection of prospective elementary teachers. Six other schools reported in the negative and two did not report. Even though seven colleges reported the existence of a uni lying agency at the state level, they did not agree on the identity of this agency or procedures used.

The inf ormation that will clarify the confuslcnof teacher education institutions on the point discussed in the foregoing paragraph will be brought to light in a following section of this chapter, Activities of The State on Recruitment and Selection of Students far Elementary Teacher Education, but a brief reference to the indicated information needs to be made at this point.Actually, the state has a part-time co-ordinator of teacher edu­cation, but no action has beoi taken at the state level to originate or unify practices of selecting students for elementary teacher education in the different colleges.

As a part of the program of selection, the colleges were asked if those students who expressed a desire to become elementary teachers were interviewed according to a systematic plan n3fore enrollment Of the fifteen colleges included in this stux r, one reported that cuci'i a procedure existed. These interviews were c onducted Ty the

268student's adviser during freshman -week. At the sane time the sole purpose of an interview with each student was to provide assistance In making a class schedule*

Four of the colleges reported that the facility in general, and the people charged with the responsibility of selecting students for el— irtary education were in agreeraxrt with each other on the practices utilized in finding mere promising prospective teachers*Fcr the other eleven institutions included in the study, about one- half reported disagreement on practices and the rest did not comtait themselves*

The main points of disagreement on selection practices as giver, by the reporting institutions were: Screening itself iscontroversial, many faculty members are not interested in improving education, the misconception that ary one can teach elementary school,many people think that scholarship is not a rocessary factor for primary teachers, state beard regulation on who shall enter college is confusing, and disagreement on who shall do counseling work*None of trie foregoing points of disagreement attained ary rank of importance, but colleges that are attempting or contemplating a refection program would need to reach agreement on the types of controversial concepts which were listed in the previous paragraph*

Result33)1 selecting students for elementary teacher education, the

practices utilised could only be weighed in terms of the desirable

results realized. Table XXIII shows the results of the meager practices used in the programs of selection as operated by the

fifteen teacher education institutions included in this study.Since the results shownin the table are of a statistical nature, their desirability is not evident at this point* In later para­graphs, the desirability of the results will be discussed as far as the scant information reported will verify* In Table XXXII, the abbreviation GE is used to represent the schools which had

programs of general education, therefore, students did not farm ally enter teacher education until the Junior year* The other abbrevia­tion, AG, represents academic grade*

In the 1950-51 school year, 265 freshmen applied far admission to elenentary teacher education and thirty—nine applied for admission to work on the single curriculum. Of the total nuntoer of freshmen applicants, no student was refused entrance. In the colleges where

two year general education programs liad been organized, the students

did not enter directly into teacher education, the refare, an abbrevia­tion, GE, was used in lieu of numbers* Where schools are organized fa? freshmen to enter immediately into teacher education, it would not be permissible to select out any applicant who might be termed

270an undesirable prospect as such acticn -would violate a ruling of the West Virginia State Board of Education*

iii the sophomore group* 207 students were enrolled far elementary teacher education and twenty— in the single curriculum* From both groups* thirty of the elementary and six of those in the single curriculum were eliminated* At the junior level* students were in trie elementary program and twenty—nine in the single curriculum*Out of the two, twenty-eight of the elementary and three of those in the single cir riculum were eliminated* At the junior level* a larger number of students were enrolled in work that would qualify them to be teachers than in the second year* This increase in number may be explained by the movement of students from general education programs into straight teacher preparation* With the senior group* five out of 25U elementary and fourteen single curriculum students were eliminated from teacher preparation.In all situations where students were screened out of the teacher preparation programs * the only reason given was; Failure on the part of students to make the required academic grades*

In amlyzing the infarnntion compiled in Table XXIII, what conclusions can be noted? First* the number screened out decreased as the students moved from a lower to a higher class level* Second, since ary student who applied far admission as a freshman was admitted, the number channeled out of teacher preparation was fairly small*At the same time* it could be assumed that entering freshmen were premising prospects fcr elementary teachers* Third, the basis far elimination* academic grade alone* is inadequate as very little

271correlation exists between academic grades nade in teacher pre­paration and becoming a proficient teacher*

Six of the teacher education institutions reported that a systematic stutty- was made concerning the progress of the students selected far elementary teacher education* At this point an in­consistency occurs as in previous information as it was reported tiiat only four colleges had an organized selection program*

In the study of the progress of selected students, four colleges, coinciding with the number that had organized programs, reported that it was good* This judgment of progress was reported on a scale of poor, fair, good and excellent* As a basis for deciding the prqgress that the students made, several factors were used*The two most common ones were grades in school and the professional activities of the students* Each of the foregoing factors had a frequency of six* Next in order of importance were: Personalactivities of the students, level of maturity, and attitude toward professional preparation* In addition, three other factors were listed which included, status of health, outlook on life and sense of responsibility * All of the last three only had a frequency of one each*

Three colleges followed the selected students into the pro­fession as a means of ascertaining the 1yPe of work performed. Six institutions reported good performance on a scale of poor, fair, good and excellent* It should be noted here that six schools reported good performance, yet only three had collected information

272

m joanCERTAIN RESULTS 0? SELECTION JtACTICES

EDUCATION INSTITUTIONS IN WEST V]

Prashmen Sophomoresappll- appli­oints cants enrolled enrolledt elenea- Number (single lumber (elemen­ Number (single Number

College tary) refund Reason curric­ulum)

refused Reason tary) tnafed Reason curric- elim-

A 20 0 0 0 0 0 15 I A G 0 0

B I 0 0 2 0 0 12 3 0 6 2C G E 0 0 (8 G E 0 G E G E GE GE GED 0 0 27 0 0 20 J A G 111 iE G E G E G E G E G E G E G E G E GE GE GEP 126 0 0 6 0 0 73 5 A G 5 0G Information not availableH Information not availableI InforMtlon not availableJ Information not availableI % 0 0 ii 0 0 32 0 0 0 0L 5 0 0 0 0 0 55 10 0 0 0X Information not availableN Information not available0 Information not available

Totals m 0 0 39 0 0 207 30 25 6

00CISAO00

00

82. . .L .

H I B I F

i r q i h i a f3 II THE PIFTSa TEACHERIt v i r g i h i a ? cr 1950-19S1

, ■)* J i n i o r i S e n i o r *

Ie n r o l l e i I t n r o l l i d i n r o l l e d e n r o l l e d e n r o l l e d

( e l e m e n • j ' e l i i t i - H u t b t r ( • i n g l e l u m b e r ( e l i a i n * l u m b e r ( a i n g l e N u m b e r

t « r y ) | V t i r j ) i l l * f t U H n c u r r l o - • H i - R a t i o n t i r y ) t i l l - R a t i o n e u r r l - e l i m ­ R a t i o n* ;

1 l M t i d 1— .....u l u m ) l o t t e d 1 l o t t e d o u l n s ) i n a t e d

8 | 8 1 A G 0 0 0 12 0 0 0 0 01 1 ft 2 0 3 1 0

i1 0 1 0 0

g \ 65 0 0 8 0 0 36 0 0 5 0 020 20 5 A G 12 2 A G 20 1 A G 7 0 08 6 2 A G 0 0 0 9 1 A G 0 0 0

82 t 82 10 A G 6 0 0 73 2 A G 1 0 0

25 25 0 0 0 0 0? °

0 0 0 0 0$ ? w 8 0 0 0 0 |0 0 0 0 0 0

295 295 28 29 3 2$ l * 5 H 0 0%

273

to verify the judgnent made* This says that three Institutions were attempting to evaluate without information and tio without students who had been selected as only four organised programs were reported*

The foundation far judging the kind of work performed in the profession was based cni retention in position, statement from employer, observation by college personnel, further stucy contribu­tion in group work and supervisory reports* The kind of learning situations provided far pupils In the classroom where the products of selection taught would have been a better way to evaluate per- foimarces*

Hi summarizing the selection practices at the college level, it is evident that organization, designed to find promising pros­pective elementary teachers is almost non-existent except in a small number of situations* Where organizations has been developed for selection purpsoes they rarely functioned prior to college entrance. About one-half of the teacher education institutions had made an effort to decide on the kind of human material for which they were searching. Other than in three institutions, the effcrts which iiad been made never materalized. Selection practices at the college level encountered fur tier difficulty in the meager ness of forms, instruments and procedures which were utilized as vehicles in finding desirable prospects far elementary teachers*

27li

As a general trend, all teacher education institutions in the state decided the adequacies and inadequacies of prospective teachers entirely in terms of academic grades* Other schemes initiated that might have had bearing on the individual in a broader concept never appeared at the crucial moments* True, a number of students were eliminated from the elementary teacher edu­cation program, but such action did not manifest the characteristics of a channeling—out process* At least, the information collected did not show such a process*

A very small nuntoer of colleges followed their students into the profession, and many encouraging things were found* At the same time, the evidence accumulated was not specific enough to actually determine performance*

Throughout this entire division of the chapter, a distinct inconsistency existed between what was purported and what actually occurred* Further information on selection for elementary teacher education as practiced in the colleges for teacher education in West Virginia may be found In Table XXIV on the next page.

275

TABLE XXIV

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON SELECTION OF STUDENTS FOR

ELEMENT ART TEACHER EDUCATION

SELECTION

Organization

Number of NoResponses Reply Yes No

1# Does the college deliberately screen studentsfcr elementary teacher education? U 11

2* Does the college have a committee on the selection of students far elementaryteacher education? 3 H

3» If so, the people represented on thecommittee are: (Check the ones that apply) a* A registrar 1b* The dean of teacher*s college 2 c* Director of admissions 1d* A superintendent of schools e• An elementary toacher 1f« A member from the follOTr—up

program of the college g« List others:

ft'esident 1Head of department of education 2

\ Does the committee have charge of recruit­ment also? 2 5 SIf thero is no committee on selection, vrho is responsible fcr it?

Director of admissions 2Head of department of education 5Vic e —pr esident 1No one 2 5

276TABLE XXIV (CONTINUED)

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONii©Tiruria® in west Virginia cm selection of students fcr

ELEMENTARY TEACHER EDUCATIONNumber of NoRocponses Reply Yes No

6* Does the college have a follow-up program? 11 2 27* What are the specific duties of the

selection committee?Decide on qualifications for prospectiveteachers, then find procedures andtechniques for locating such people 1Decide on student admission toteacher education 1Pass on candidates for scholarships 1Direct future teacher programs 1Pass on students for junior standing 1Pass on eligibility for certification 1Uphold s tandards 1To find better prospects far teachers 1Don't kncmr 1 9

8, Do the people -who are responsible for selection give organized help to public school officials in establishing and operating programs of seleptiog?

9* Have the people who are responsible farselection provided public school officials with suggested programs of selection?

10# Specify other kinds of help that the people who are responsible far selecting give public school officials in the selection of students for elementary education# a* Future Teacher Cliapters work with

Future Teacher Clubs 2b# Speaker for career days 1c# No organized plan 1

11* Are public school officials encouraged by the college to submit recommended lists of students far elementary teacher education? 10 2

1 10

11

277TABLE XXIV (CONTINUED)

SUMMARY OF RESPOJBES HIDE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS' IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber ofResponses Yes No

12* If so, what action is taken with the recommended prospects?Effort is made to enroll them incollege by personal contact 5

Collect information on prospects 1 Correspond with recommended prospects 1Offer scholarships 1Screen candidates 1Part and full—time jobs 1

13* If just any high school graduate isnot permitted to undertake elementary teacter education, list ways used to directthe student away from It*

Ry conferences 7Test results 1Two years of general education 2

1U* After the student is enrolled inelementary education, the points of selection in the professional program aret (List the point and give requirements: Ejcample—admission to student teaching: Requirement—2*5 average in all professional sub jects)a* An average grade of "C” for enroll­

ment in student teaching 7b* An average grade of MC" for a

degree 7c* An average grade of "C” forjunior s tanding 3d* An average grade of "CH in English courses feu* junior standing 1e* Favorable recommendation by the student's counselor far junior standing 1

f* An average grade cC "C" in allprofessional courses U

NoReply

5

278

TABLE XXIV (CONTINUED)SUMMARY CF RESPOJEES MADE BY THE FIFTEEN TEACHER HJUCAT IONINST IT UTIONS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of Responses Yes No

Hi* (continued)g, An average grade of "C" for

certification 1h* An average of ninth grade or

better on Stanford Achievement Test fcr student teaching 1

i. An acceptable personality rate far Junior standing 1

J* Approved by a member of the department of education for Junior standing 1k, A minimum score on a standardized English test far Junior standing 1

Potential far Teaching15• Ifeve the people who are responsible for

selecting students for elementary teacher education reached any conclusions as to what functions the teacher needs to be prepared fcr and capable of performing?

16, if any conclusions have been reached as to what functions the teacher needs to be prepared far and capable of per­forming, what are the conclusions? Understanding of child growth hAbility to get along with people iiMastery of skills 2Knowledge ctf evaluative procedures UAverage or above in intelligence ICapable of developing an attitude that is dedicated to thegrofession 1esire to work with people 2Knowledge of how to assume responsibility 1Ability to plan 2Knowledge of class organization 1

NoReply

3

3

279

TABLE XXIV (CONTINUED)SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of No Responses Reply Yes No

17* Have the conclusions been placed in■written form? 3 6 6

18. Have the people who are responsible far the select!cn of students for elementary education decided what measurable of dis- cernable evidences of capactity or potentiality far acquiring the capacity are needed fcran Individ ml to function as a teacher? 5 6 U

19* Have the measurable or disceraableevidences of capacity or potentiality of acquiring the capacity to function asa teacher been placed in written farm? 3 7 5

20. If a deliberate effort is sade to screen students for elementary teacher edu­cation, what are the measurable of dis- nemable evidences of capacity or po­tentiality for acquiring the capacity tofunction as a teacher? List the evidences and weight allocated to each.Evidences WeightMental ability None 1Voice None 1Scholarship **Ctt average 1Standing in childdevelopment courses "C* average 1Personality rate byfour teachers Require threepoints on a five point scale 1Social rating Satisfactory 1Teaching aptitudetest result None 2Record of activities None 1Self rating None 1Hsalth condition None 1 6

280TABLE XXIV (CONTINUED)

SUMMARY OF RESPONSES MADE BY THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON SELECTION OF STUDENTS FCR

ELEMENTARY TEACHER EDUCATIONNumber of No Responses Reply Yes No

Techniques21. Does the college believe that instruments

can be used accurately for selection with­out defining what functions the teacherperforms? 1 10 U

22* Does the college believe that instruments for selection can be used accurately with­out defining what capacities or potentiali­ties for acquiring the capacities the prospect needs to possess in order tofunction as a teacher? 0 10 5

23* What instruments for selection of students for elementary education are being built or refined by the college?

Form to keep a record of goals set fcythe student and faculty adviser 1 lU

2!;. What procedures for selection are beingbuilt or refined by the college?Behavior file far counseling purposes 1 Work experience with children to see how students respond 1Admission to junior standing done by a committee 1Admission to a professional block beyond ninety hours 1Procedures followed in admission to college such as entrance tests, health examination and high school records 1Request high school principal to list strong prospects 1List of prospects provided by thestate director of teacher education 1 8

281

TABLE xrrv (CONTINUED)SUMMART OF RESPONSES MADE BT THE FTFTEW TEACHER EDUCATIONINSTITUTIONS IN WEST V3RQTNIA ON SELECTION OF STUDENTS TORELEMENTARY TEACHER EDUCATION

Number of Responses Tes No

NoReply

25 • List instruments, forms and procedures now being used to locate students for elementary education who possess the desired capacities to function as a teacher.Forms*High school transcripts Scholarship forms Instruments*Freshmen tests Self analysis test Achievement tests given to high school seniors Procedures*School paper NewspapersReference for admission PublicationsWorking with Future Teacher Clubs Working public school supervisors Speaking tours Visiting high schools Consulting with high school principals and teachers

26. What kind of information is obtained on each student interested in becoming an elementary teacher? (After each kind of information, list technique used to collect it)

Intelligence quotient (American Council on Education Psychological Examination) 1Interest (Kuder Preference Test)3 Background (school record) 2

282TABLE ZXXT (OOBTIHOTP)

SDMttRT OP RESPONSES MADE BT THE FIFTM W TSACKBt EDUCATIONinstitut ions ik vest vtroxnia on s b z o t i o n of stcdhits for

KUBUMTAKT TEACHER EDUCATIONEmber at Responses26. (continued) Tea No

Achievement (American Council on Education Psychological Examination) 2 Hi^i school grades (School record) 6 Character (reference) 1Standing In class (Transcript) 1Personality (Conference) 1Personality (Rating scale) 1Personality (rating scale and interview 2Experience with children (interview) 1 Interest In etLenenbary education (Interview) 1

27* How are superior students for elementary education selected? (Check one)a. Minimum standards based on capacity or potentiality for acquiring the

capacity to function as a teacher £ b« Arranging candidates from high to

low based on capacity or potentiality for acquiring the capacity to function as a teacher and choosing from the top until the desired number is obtained 1

c« list any other method used:High school principal and teacher recommendation 1

28. If minimum standards are used, vhat are they?

**C* average in academic standing hAcceptable personal qualities 2Graduation from a first class high school 1"C* average in all general education work 1Upper SO per cent of high school graduating class 1

NoReply

5

8

TABLE X0 7 (0CNT3NUD)283

SUIMARr or RESPCHH8 MISB BT THB FIFTEEN TEACHER H>UCATIONINSTITUTIONS HI V D T VIRUUI1A OH S M C T I C H OT STTJDOITS FOR

SLBWTAKf T W B B B L DUCAT ICNNumber of Ho Responses Reply Tea No

29* Does each student iho Is enrolled in elMmntary education have a permanent record folder? 12

30. Does the permanent reed'd folder show admission information? 1 1

31. What use la made of admission Informa­tion If the school does not have a program of selective admission?

Counseling, professionally 9Counseling, personally 3Placement 1

Procedure32. Students are selected for elementary teacher education: (Chock)

a* Before admission to college 6b. After admission to collegec. Before and after admission to

college 6

33* Entrance examinations are given:(Check and fill in the one that applies)a. After enrollment U

How long after: 0B. Before enrollment 7How long before:

two days 1

3U* Were any students refused permission to take entrance erami nations in elementary teacher education for the school year of 1950^51? 1 1 0

281*.

TABU XXIV (OOWTI U M?)SUMttRT OF RESPONSES MU>E BT THE FIFTEW TEACHER HJOCATIOKIN3TITOTI0B3 3M V H T VIRGINIA OH SRLBOCTIGN OF STUDENTS FOR

xcswTARr m e a n t educationBaber of 196Responses Reply Tos Bo

y>. If so, hov many?Any person In the lower 5O per centof his h i s c h o o l graduating class lU

3 6. Were any students refused permission totake entrance examinations for thesingle curriculum in 19£0-J>1? O 1 1 h

37* If so, how many? 15>38. Were any secondary students refused permission to take entrance examinationsfor the school year of I9f>0-$1? O 1 1 U39. If so, how many? 15h.0. Is an estimate made of the number andkind of new elementary teachers needed

each year for the area served by thecollege? 6 7 2

hi. Is an estimate made of the number andkind of new secondary teachers needed eachyear for the area served by the college? 6 6 3

U2. If an estimate is made of the numberand kind of new teachers needed each year, who makes the estimate?Dean of the college 1Head of the department of education 1State department of education U

None 6 3Is any attention given to the estimate? $ 3 7

285TABLE XXIV (CCMTDfOBD)

SUJWART OP RESPONSES H U S BT TIB F3FTEE1 TEACRSt SXJGATIONinstitutions in vest ratanru on selection op snrarrs tor

EE2KBITAKT TEACHER EDUCATION Number of No Responses Reply Tea No

bU* List the major steps used In making the estimate*None 1Need of previous year in area served by the college 1Need for the shole state 1Consulting -with the county superintendents in the are 1County and state reports 1 10

li5* Is the method of obtaining informationon the supply and demand of teachers forthe area served by the college adequate? 5 U 6

1*6 , If the method of obtaining information on the supply and demand of teachers for the area served by the college is not adequate, list shortcomings*No systematic study made 1Not enough personnel at the college to do research 1Too general in nature 1 12

U7. Does the school have a quota limiting the number of freshmen to be admitted to elementary teacher education? 0 15

1*8, Does the school have a quota limiting the number of freshmen to be adnltted tosecondary teacher education? 0 Hi 1

h9. If the college has a quota limiting the number of freshmen to be admitted toteacher education, vho sets the quota? 15

50, List the factors that the quota is basedon* 1$

266table xxrv (ooernroro)

SOMttRX OF RESPONSES MADE BX THE FIFTEEN TEACHER EDUCATIONINSTITUTIONS IN WEST VIRGINIA ON SELECTION OF STUDENTS FORSE2BMEHTAKT TEACHER EDUCATION

Number of NoR esp o n ses R ep ly Tee No

51. If the program of selecting students for elementary teacher education is not a desirable one, list the factors that Interfere vlth improvement.Need moretime for orientation program Need more faculty members Demand for teachers la much greater than supplyAdministrative policies of the collegeNo quota for the whole state and no sub-quotasCertification standards too low State board regulation that any graduate from a first class highschool any enter college 1 9

52. Is there a central agency in the state that unifies the efforts of teacher education in the selection of students for elementaryteacher education? 7 6 2

53. If «o, what is the agency?a. State director of teacher education5b. State department of education 2c. West Virginia Education

Association 1 75U. Describe, briefly, how the central agency

unifies the efforts of teacher education in the selection of students for elementary teacher education.Each county in the state sends a listof high school seniors who are goodprospects for teachers to the state director of teacher education. In turn, this information is relayed tocolleges in the state. 1 lU

TABLE r a v (CCHTIIQB))SU9MUH OF RESPONSES MADE BT THE FXFTMPI TEACHER EDUCATIONINSTITUTIONS IE WEST VIRGINIA ON SELECTION OF STUDENTS FOREUMENTART TEACHER BNJGAXIOf

Number of Eo Responses Reply Too No

5 5 * la each student who wishes to enrollfor elementary teacher education inter­viewed according to a systematic planbefore enrollment? 1 13 1

5>6* Describe the plan.During freshmen week by the student'sadviser 1 111

57* What is the purpose of the interview?Build a Class schedule 1 ill

58* Is the interview the final step beforeadmission of the student is decided? 1 1 13

5>9* Who does the interviewing?a. The student*a adviser 2b, Director of education 1 12

60, Are faculty members who teach the students in agreement with the people responsible for selection of studentsfor elementary education? li 5 6

6 1, If there is disagreement between the faculty members and the people respon­sible for selection of students for elementary education, what are the points of disagreement?Screening, Itself, Is controversial 1 Many faculty mesfcers are not interested in improving education 1 Misconception that anyone can teach school 1Many people think that scholar eh ip is not a necessary factor for primary teachers 1State board regulation on who shall enter college Is confusing 1Who should counsel 1 9

288TABIC XXIV (OGNTIWUED)

SUMMARY OP RESPONSES MADS BT THE FIFTg M TEACHER DDCATIQNINSTITUTIONS IB WEST VIRGINIA (ST SXCCCTION OP STUDENTS FORELMNTARX TEACHER HHJCATICNNumber of No Responses Reply Yea No

62* Do the people vho are responsible forselection, study systematically, the 6 3 6progress of the selected students Inthe elementary teacher education program?

63* If so, the progress of selectedstudents In elementary teacher education is: (Cheek one)

fbor 1b. Fair hc„ Qood 0d. Excellent 0 1 0

6U, tfhat Is the progress of the selected students based on? (list)

Grades In school 6Personal activities ItProfessional activities 6Level of maturity 3Attitude toward the program of preparation 2Status of health 1Outlook on life 1Learning of responsibility 1

65• Do the people vho are responsible for selection of students for elementary teacher education, systematically collect Information to ascertain the quality of teaching that is being done by students who were selected gnd are now teaching?

289

TABLE XXXV (OGMTINUB))SUMUICr OF RESPONSES H U S BT THE F IFTB BM TSftCHSt HJOCATION3H STITIJriCHS IN WEST VIRGINIA ON SELECTION OF STUDBVTS FOREESHSITARr TEACHBt KKJGAYICN

Number of No Responses Reply Tea No

6 6 * If so, the quality of teachingperformed by the students mho ware selected far elementary education 1 st (Cheek one)

a* Poor Ob. Fair Oc. Good 6d. Excellent 0 9

67* The evaluation of the quality of teaching done by the teachers who were selected for elementary teacher education Is based ons (list)Retention In position 1

Statement from employer kObservation by college personnel liFurther study 2Contributions made In group study 1Supervisory reports 1 9

290(Part Two) Activities or The State on The Recruitment and

Selection of Students for Elementary Teacher Education

Subject to and in conformity with the con­stitution and the laws of West Virginia, the State Board of Education shall determine the educational policies of the state, except as to the West Virginia University and Potomac State School, and shall make rules for carrying Into effect the laws and policies of the state relating to education.

The training of teachers in the state shall be under the general direction and control of the state board of education, which shall through the state superintendent of schools exercise supervisory control over state normal schools and such other state educational institutions, except the West Virginia University as may be charged with the duty of training teachers and our normal training high schools. The board shall also exercise supervisory control over teacher training departments of all private or denominational schools which offer courses for the training of teachers, ~ or which maintain classes or department therefore,1

As a part of the this study, the Information on the practices in the recruitment and selection of prospective elementary teachers at the state level was collected from the office of the state board of education which is administered by the secretary, who is also part-time director of teacher education.

T S 1---------The School Laws of West Virginia, p, 8,

291Recruitment Tor Elementary Teacher Education Organ! eat Ion

if pointed out in the Introduction to this part of the chapter, the seoretary of the state board of education is a part- time. director of teacher education. This individual spends about one-fifth of his time working directly with teacher education in the state, and the remainder with administrative activities of the board, Acoording to the report of the director of teacher education, a program for recruiting prospective elementary teachers had been developed by the state. But no organisation for pro­moting the program existed other than the individual work which was done by the director of teacher education.

As previously pointed out, it was reported that the state had a program for recruiting students for elenentary teacher education. At the same time no response was made by the director of teacher education to the question: "Has a plan been carefullythought out and placed in operation whereby all people concerned with the question co-operate in their activities?" Here it could be assumed that no plan of action existed.

In order to analyse the type of program sponsored by the state for recruiting and selecting purposes, numerous questions were used to collect information relevant to a dynamic kind of organization. The answer to the questions was either in the negative or non-cceaaital except for the four which were discussed in previous paragraphs. Questions other than those which were

292specifically discussed may be found by referring to the data form at the end of this division of the chapter part*

Recruitment ActivitiesIt was reported by the State Director of Teacher Education

in West Virginia that policies had been designed at the state level to attract students into elementary teacher education*From the information available, one policy -was discemable.This particular policy allocated three scholarships in elementary education to each state supported teacher education institution* Financially, the scholarship amounted to the waiver of tuition and fees for the student to whom it was granted. Other than the particular policy discussed, nothing else was evident*

Ho replies were made to the q uestions on the supply and demand of teachers fcr the years running from 19U6-U? to 1950*51 inclusive* It could be assumed that the information desired was not recorded* As another aspect of recruitment, the kind of publicity used for recruiting purposes included printed literature, public speaking and the press* The printed literature was con* structured by the state and obtained through other sources* As a means of action, this literature was distributed to the different teacher education institutions of the state*

No study had ever been sponsored by the state on the problem of recruitment, yet it was reported that recruiting activities as

293practiced were producing results* How this could be determined without study is unknown*

Numerous questions pertaining to the recruiting practices did not get a reply, therefore, discussion of each is withheld as they may be found on the sunaaary form at the close of this division of state recruitment.

In summarizing, the information on organisation and activities for recruiting purposes at the state level, points to practices which are so meager that co-ordinate action between the state and teacher education Institutions does not seem possible. Detailed Information about these practices may be found in Table XXV on the next page*

Selection for Elementary Teacher Education

OrganizationSelection needs to become a part of recruitment if the teacher

education program has dedicated itself to the principal of finding more promising prospects for elementary teachers. At the state level, teacher education institutions In West Virginia were encouraged to screen the candidates for elementary teaching* Hiis screening was encouraged to take place after students had been admitted to college and especially at the end of the first two years*

29k

IABZJE XXV

RESPONSES WILDE BT THE STATE DIRECTOR GT TEACHER HTOGATION INWEST VIRCnNIA ON RECRUITMENT OF STUDENTS FOR EUHBfTARX TEACHERHJUCATICN

RECRUITMENT

Organisation

1 * D«ra the state hare a per son responsible Ter the co-ordination of teacher education?

2, If so, what is the title of this person?State director of teacher education 1

3* Is it a full time job?lu If not, how much time is sptent, speci­

fically with teacher education?Approximately, one-fifth 1

$• Mhat are the other duties of the co­ordinator of teacher education?

6 . Does the state have a program for recruiting students for elosMefcaer teacher education?

7. Does the state have a standing cemlttee on recruitment of students for elementary teacher education?

8 « If the state does not have a recruitment connlttee, what person manages the recruitment program?State director of teacher education 1

29$

TABLE XXV (CONTINUED)

RESPONSES MADE BT THE STATE DIRECTOR OF TEACHER EDUCATION INWEST VIRGINIA ON RECRUITMENT OF STUDBJTS FOR ELEMENTARY TEACHEREDUCATION

Number of No Responses Reply Yes No

9* If the state has a recruitmentconvnittee, the people represented on it aret (Oheek the ones that apply)a* Th© state director of teacher educationb* A teacher's college deanc. A director of admissionsd. A school superintendente. An elementary teacherf m A high school principalg. A high school teacherh. List others not named s 1

10. Are members of the state recruitment coeenittee working with teacher edu­cation institutions in organizing programs of recruiting students for elementaryteacher education? 0 0 1

11. If so, how are they helping? 0 0 112. Is a plan carefully thought out and

placed In operation whereby all people concerned with recruitment of students for elementary teacher eduction co­operate in recruitment activities? 0 0 1

13* If so, list the main points of the plan 0 0 1

Recruitment Activitiesill. Have any particular policies been

designed by the state to attract studentsinto elementary teacher education? 1 0 0

15. If so, what are the policies? (List policy and date of initiation)Scholarships In elementary education 1

296

TABLE XXV (CONTINUED)

RESPONSE MADE BY THE STATE nTRBDTOR OF TEACHER H5DCATICW INWEST VIRGINIA ON RECRUITMENT OF 3TUDHITS FOR ELEMENTARY TEACHEREDUCATIONNumber of No Responses Reply Tee No

16. Have the policies worked?17. The >ess" u fily ofteaeftaers in the following years was t

a. 19fc6-*t7 b* 19*7-46 e. 19*8-49 4. 19*9-50o. 195©-5l

IB. The umAar—sapply of elementaryfollowing years was:rs in thea. 19b6-47

b. 19*7-48©. 19MI-49d. 1949-50e. 1950-51

19* The over supply of socBoisry teachers in the fe21e*4ag years wee:

a. 1946-47b. 1947-48c. 1948-49d. 1949-50e. 1950-51 0

2 0 . Hie under—supply of secondary teachersin the following

a. 1946-47b. 1947-48c. 1948-49d. 1949-50e. 1950-51

21. Have any particular policies beendesigned by the state to attract meninto elanentary teaching field? 0 1 0

297TABLE XXV (CONTINUED)

RESPONSES MADE BT THE STATE DIRECTOR OF TEACHER EDUCATION INWEST VIRGINIA ON RECRUITMENT OF STUDENTS FOR EI^MENTAHY TEACHEREDUCATION

Number of NoResponses ReplyYes No

22. If so, whftt are the policies? (Listpolicy and date of initiation) 0 0 1

23* Hew many m sere teaching in the elcmafcary seheele ins a* 1 A M 7b.c. 19M M i9d* l?i»9-50e. 1990-51 0 0 1

2lw Check kind of publicity that is being used for recruiting students for elementery teacher education

a* nrinbed literature 1b* M>lic speaking 1c* The press . 1

the radio at particular tines during the year 0e* Radio program 0

29. The printed material used for recruit­ment purposes is: (Check ones that apply)a* Constructed by state 0b. Obtained from other sources 0

c* Constructed by the stateand obtained from other sources 126. Is the printed material distributed to the different teacher education

institutions in the state? 1 0 0

TABUS XXV (CCNTXKTJXD)

299

RESPONSES HADE BE STATE DERBCTORS OF TSACHBt EDUCATION IN WESTViaaiNXA ON RECRUITMENT OF STUDENTS FOR EtBfENTAKY TEACHERHHJCATIONtt Number of No

Responses Reply Yes No

27. Where eO.se is it distributed? O O X28* Has the state ever sponsored a study

on the recruitment of students forelementary education? 0 0 1

2 9 . If so, describe briefly ehat it wasabout* 0 0 1

30. Are the recruitment activities that are practiced in the state gettingresults? 1 O 0

31. If not, tfiat are the shortcomings? 0 0 1

299Whether emphasis was placed on selection through guidance prior to junior standing was not shown by the data collected. Other than the encouragement aspect, no selection practices were sponsored by the state.

As an organisation for selection purposes had not been developed at the state level, it is difficult to comprehend how mere encouragement would work. Evidently the encouragement aspect of selection functioned through verbalisms rather than action.This conclusion can be verified by the information which was previously analyzed In Fart Two of this chapter on selection practices In the different colleges of the state.

As no organization had been created to promote selection practices, the state director of teacher education was unable to respond to the other facets of selection which are relevant to an aggressive program In the selection of prospective elementary teachers. Those other facets included certain c oncepts about the inds of prospective teachers which were sought and the tech­niques and procedures used in finging the material.

In concluding this division of Part Three of Chapter V, it can be stated briefly that a progran of selecting students far elementary teacher education does not exist at the state level.This may be verified further by the information given in Table XXVI on the next page.

TABLE XXVI300

RESPONSES HADE BZ THE STATE ERECTOR OF TEACHER EDUCATION INWEST VIROTCLA ON SELECTION OF STUDENTS FOR ELEMENT ART TEACHEREDUCATION

SELECTION

OrganisationNumber of No Responses Reply Tea No

1, Does the state encourage the teacher education institutions to screen students far elementary teacher education?

2. If so, the screening is encouraged to take placet (Check the one that applies)a* Before admission Ob# After admission 1c* Before and after admission 0

3# Does the state have a committee on theselection of students for elementary teacher education?

li» If so, the people represented on it are: a» The state director of teachereducationb. A teacher college deanc. A director of admissionsd. A school superintendente» An elementary teacherf* A high school principalg* A high school teacherh. list others not named:

5* Does the committee have charge of recruitment also?6* If there is no committee on selection of students for elementary teacher education,

who is responsible for it?

301

TABIJ5 XXVI (C5CNT3HDH))

RESPONSES MADE BI THE STATS DIRECTOR OF TEACHER EDUCATION INWEST VIRGINIA ON SEIECTICN OF STUPTTfl FOR EUMBITAKX TEACHERHKJCATICNNumber odt No Responses Reply Tes No

7* What are the specific duties of theselection committee? 0 0 18* Do the people who are responsible for

selection give organised help to teacher education Institutions and public school officials In establishing and operating programs of selecting students forelementary teacher education? 0 0 1

9. Hare the people who are responsible for selection provided teacher education Institutions with suggested programs of selecting students for elementary teachereducation? 0 0 1

10. Specify other kinds of help that Is given teacher education Institutions in selectingstudents for elementary teacher education. 0 0 1

Potential for Teaching11. Have the people tfio are responsible for

selecting students for elementary teacher education reached any conclusions as to what functions the teacher needs to beprepared for and capable of performing? 0 1 0

12. If any conclusions have been reached as to what functions the teacher needs to be prepared for and capable of performing,what are the conclusions? 0 0 1

13. Have the conclusions been placed inwritten farm? 0 1 0

TABUS XXVI (CCHTIBD5B))302

KKSW SES MADE BT THE STATE DIRECTOR OF TEACHER EDOCATICH INVEST VIRGINIA ON SELECTION OF STUDENTS FOR EIZMENTART TEACHStEDUCATION

Number of NoResponses Reply Tea No

lit. Have these conclusions been distributed as suggestions to teacher educationinstitutions and public school officials? 0 0 1

1$. Have the people who are responsible for the selection of students for elementary teacher education come to any conclusions as to what disoemable evidences of capacity are needed for an individual to function as a teacher?

16. If so, what are the conclusions?17. Have the conclusions been placed in

written form?18. Have the conclusions been distributed to teacher education institutions and

public school officials as suggestions for selection of students for elementary teacher education?

0 0 10 0 1

0 0 1

0 0 1

Techniques19. What instruments for selection of students

for elementary teacher education arebeing built or refined by the state? 0 0 1

20. What procedures for selection of students for elementary teacher education are beingbuilt or refined by the state? 0 0 1

TABLE XXVI (CCNTIHUH))■ L0» 303

RESPONSES MADE BT THE STATE DIRECTOR OF TEACHER EDUCATION INWEST VIRGINIA CN SELECTION OF STUDENTS FOR ELEHWTART TEACHER

EDUCATION Number of NoResponses ReplyTee No

21. List instruments, forms and procedures recommended to teacher education institutions and public school officials for use in selecting students for elementary teacher education.FormatInstruments:Procedure: 0 0 1

22. Does the state made an estimate of the number and kind of new elementaryteachers needed each year? 1 0 0

23. Does the state make an estimate of the number and kind of new secondaryteachers needed each year? 1 0 0

2b. Does the state assign a quota to each teacher education institution, limiting the number of freshmen to be admitted for elementary teacher education?

2$. Does the state assign to each teacher education institution a quota limiting the number of freshmen to be admitted for secondary education?

26. List the factors that the quotas are based on:

0 1 0

0 0 1

0 0 127. Are the practices of selecting students for elementary teacher education in the

state satisfactory?28. If not, list the reasons why.

30USunroary

In summarizing all three parts of Chapter V, recruitment and selection by county 3chool units, teacher education institutions, and the State Department of Education in West Virginia, the informa­tion interpreted showed rather indefinite organisation for re­cruiting purposes except in ten public school units and five teacher education institutions. Where clear-cut plans of organiza­tion did exist the plans failed to exemplify an opportunity for co-ordinate action by college and public school personnel.Especially lay people and students were excluded, both at the scene of planning and action.

Only eleven of the thirty-five counties included in this study had definite and well organized guidance programs in their secondary schools. In accompaniment with these guidance programs, the public school people gave special emphasis to elementary teacher education by the way of school visitation, Future Teacher Clubs, vocational conferences and information service. At the same time studies conducted by colleges showed that many high school seniors were unaware of the advantages of the teaching profession. This lack of information could be attributed to the tremendous amount of inadequate guidance services as well as existing practices.

At both the college and the public school level, a decided increase occurred in the organisation of Future Teacher Chapters

30!>and Clubs between 19^6 and 19^1 • In addl'tlon to the Increase of organisations, the total membership in the organizations grew rapidly with a substantial gain of members who were Interested in elementary teaching.

The individual differences among human beings did not receive any attention by either colleges or public school people in the kinds of publicity used for recruiting purposes. They did not recognise the fact that publicity which appealed to girls might not appeal to boys. Furthermore, no differentiation was made between the kinds of publicity used in recruiting students from urban and from rural areas.

In the period between 19U6 and 1951, a large increase occurred in the enrollment for elementary teacher education. During the same period, the number of men working f or elementary certification did not change significantly.

At the public school level, the organization for selection purposes was far inferior to that of recruitment. On the other hand, no particular difference existed at the college level*Judging by organization, the major purposes of recruiting, still, emphasize qpantity rather than quantity and quality combined.

The personnel in a small number of colleges and public school units had endeavored to Isolate the kinds of prospective teacher for which they were searching, but the reports indicated that most did not. This was especially true in determining the functions

306of a teacher and capabilities necessary for such functioning•The use of techniques, instruments and procedures for selection purposes were almost non-existent except in rare instances.This is understandable though, as the lack of purpose would fall to provide direction far action.

Host of the colleges included in this study started selection after enrollment. This would Indicate that they did not comprehend screening as a continuous process which needed to be a permeating part of recruitment, both at the public school and college level* Furthermore, most public school people failed to inculcate selective guidance as a part of the recruiting activities. In the final analysis, most selection that occurred In the college programs was decided in terms of academic grades. This practice dis­regarded the importance of the whole human concept in teacher performance and capabilities for such performance.

At the state level, a clear-cut plan of organisation for the recruitment and selection of students for elementary teacher education has not materialized, but as encouragement, a small number of isolated practices had emerged. In general, one could conclude that thinking in terms of recruitment and selection far elmnentary teacher education has far outdistanced action. The following chapter states conclusions more specifically and makes recommendations based on them.

CHAPTER VI

CONCLUSIONS AND RECQ&MENDATIOIB

Conclusions

Specific conclusions have been presented throughout and at the end of each chapter in this dissertation. There now remains the task of summarizing those general conclusions which emerge from the discussion as a whole.

As presented in Chapter II, the basic concerns which should be considered in a program of recruitment and selection for elementary teacher education are as follows: the teacher andhis potential for teaching, co-operative and co-ordinated action in recruitment and selection, instruments and procedures, guidance, the place of values as related to recruitment and selection, the influence of the prestige of the profession on recruitment and selection, and the effect of supply and demand.

From Chapter III, the review of literature on recruitment and selection, certain observations may be made. 1. In the decade from 1920 to 1230, very little research was devoted to recruitment and selection. After 1930, the amount of published material increased rapidly. The increase became even more notice­able after World War II* 2. As the emphasis on research increased,

307

306a broader concept of the human being became more evident in relation­ship to recruitment and selection* 3* As the number studies that were devoted to recruitment and selection increased definite signs materialized which showed that some of the finds were gradually being converted into action* U* Over the period of years for which the review of literature liras made, selection tended to become a part of recruitment. After 19U0 the guidance concept of recruitment and selection began to gain momentum* 5* Another observation may be noted in the constant search for instruments and procedures that could be used in finding information which would give a better reflection of the whole human organism in relationship to recruitment and selection of prospective teachers*6* Throughout the entire period, academic grades were given recognition in the process of finding more promising prospects for teacher education, but as time passed, additional means for finding out about the several facets of human development were given increasing attention* 7» As research findings increased, a greater number of people began to take notice and contribute to the work that was being done* 8* The trend toward the development of experimental situations in recruitment and selection became more evident in the latter years which were covered by the review of literature* 9* An interest in the welfare of all students who might be candidates for teacher education became increasingly clear as studies continued in the process of finding more

309promising prospects for teacher education* This interest -was manifested in the efforts that were made to guide students into other educational programs if teaching was decided to be in­appropriate for them*

The basic concerns and considerations and the proposals made by writers in the area of recruitment and selection are generally acceptable to a large number of people in education. Since the basic concerns and considerations and proposals are generally acceptable, they may lay claim to a basis for action which should have an appreciable amount of exemplification in practice*

The conclusions developed about the practices in the recruit­ment and selection of students far elementary teacher education in West Virginia will be presented in two categories: first,recruitment; and socond, selection.

RecruitmentAt the public school level in West Virginia, organization for

tire recruitment of students for elementary teacher education has received cor: side r able attention from people in public school work* This is evident in the fact that plans for recruiting purposes had been initiated in twenty-two counties of the state. In most all of the counties where recruiting activities were in operation, committees had been organized to co-ordinate the program of recruit­ment. Those committees which had been created did not show a full

310representation of people who are or should be interested in the process of finding more premising prospects far elementary teacher education* For example, no lay people participated, and only a very small number of the organized committees had representatives from teacher education institutions* Where organizations had been developed for recruiting purposes, the planning committees did not function in a systematic way* This can be illustrated by the fact that only an insignificant number of the committees on recruitment met at regular intervals far study, planning, and action*

In the majority of the teacher education institutions in West Virginia, some sort of practices were used in the recruitment of students for elementary teacher education* Yet only a small number of the institutions had initiated plans far group participa­tion in the program of recruitment* Where groups load been organized to manage recruitment in a limited number of situations, the people participating were made up entirely of college personnel* This does not exemplify the idea of co-operative and co-ordinated action in recruitment of students for teacher education.

Another conclusion may be drawn from the type of vrorking relationship that existed between the colleges, public schools, and the state department of education for the purposes of recruit­ment. Gi this point the information did not show any signs of a clear-cut plan between the three levels of education. Especially, the steps that each group should take jointly and separately did not exist according to the inf carnation.

311The colleges and public school people were in close agree­

ment on the grade levels where direct recruitment should begi.#The agreement on the place to start is also consistent with under— landings in human growth and development and takes advantage of the increasing stability of interest that comes with age and experience.

Another observation may be noted in the fact that college personnel are not in agreement with public school people and fresh­men in college as to the key people in recruitment of students for elementary teacher education# Certainly, this lack of clarity would retard recruitment and points to another reason for joint stutfcr and action# Colleges are also widely scattered in their beliefs on the administrative responsibility for recruitment and selection. This shows a lack of co-operative planning between the colleges and public schools*

At the state level, no program for the recruitment of pros­pective elementary teachers had been organized and developed#Even though a clear-cut plan was not evident, certain isolated practices were in operation which showed a concern for the problem of attracting mare promising prospects into elementary teacher education# This concern is illustrated by the scholarships in elementary education provided by the West Virginia State Board of Education# Each state supported college is permitted to grant

312

fotrr scholarships in elementary teacher education each year*Another observation iras the inadequacy of the counseling

services provided for pupils in the secondary schools* Almost one-half of the senior high schools in the counties included in this study were operating without counselors* This could easily be a block to a w q 11-organized plan of recruitment and selection at the high school level* Such a block was evidenced by the meager action that had implications for the recruitment of prospective elementary teachers* To illustrate this point, less than one—fourth of the high schools had created recruitment programs that would help them locate prospective teachers*

Furthermore, systematic studies on the factors that influence young people into and away from teacher education had been con­ducted in only approximately one-half of the counties included in this study. Where such studies had been made, the finding reported were quite similar to those which were stated by liberal arts and teacher *s college freshmen*

From the information presented, some type of an advisory system was used in almost all colleges, but the purpose served and the information used did not relate closely to the recruitment of student for teacher education* In most situations, the function of an adviser was to help the counselee build a class schedule*Such action does not get very close to the type of advisory plan

313that is dedicated to the concept of recruitment through guidance*

The practices of providing opportunities for direct experience with pupils was common in a large majority of the institutions*Such an experience is extremely important in helping students decide the age level of pupils in which they have a real interest. The experience opportunity that was provided did not show continuity with increasing breadth and depth in many situations. The kinds of experiences provided, were not clear except that they involved both observation aid participation.

Tre importance of recruitment through guidance may be dis­cerned further by the conclusions drawn from the responses made by freshmen in a liberal arts and a teacher's college. According to the responses made by freshmen in both a liberal arts and a teachers college, value judgment was quite inadequate with many students in both categories. This is evident in the fact that large percent­ages of students in secondary and elementary teacher education do not see service to humanity as a prime factor for being a teacher.At the same time, many students in the liberal arts program under­stand that teaching is a service to humanity, but tne influence of understanding was not sufficient to attract them into teaching. "Jith many liberal arts students, man is important, but, evidently, other things take precedence. Another finding that has a direct bearing on the values that freshmen in liberal arts and teacher's

31Ucollege hold and their concept of teaching, m s the large percent­age of secondary school teachers who discouraged young people from entering the teaching profession* It would be reasonable to con­clude that teachers who discouraged young people from becoming teachers were forniy the kind of prospective teachers who did not recognize the service that teaching renders to the welfare of mankind*

What high school seniors know about teaching as a profession received many and varied responses from the personnel of the colleges* In certain respects, understandings were reported as being fairly adequate, but in others, the converse existed* But mere than half of the reporting institutions were unable to make a reply concerning the question* As a further generalization on this idea, two points seem to emerge* First, colleges have done very little research on the question. Second, many high school seniors in West Virginia are not provided with experience situations which give them an opportunity to learn about teaching as a profession. This point is further verified by the responses cf liberal arts and teacher*s college freshmen* According to their replies, an average of 50 per cent of them stated that they had not had an opportunity to find out about teaching as a possible profession* Of the college freshmen, these in teacher's college reported a greater opportunity

315in high school to find out about the teaching profession than those in liberal arts.

Almost all of tie colleges had made extensive use of printed material far recruiting purposes. Certainly printed material would have its place in recruiting practices, but no evidence was pre­sented try any college which showed that any critical studies had been made on the effectiveness of the different kinds of material used. 3X1 fact, the people who responded, showed no awareness of the research that has been done on the importance of individual differences as related to the use of recruiting techniques.

In the studies that were made by public s chool people and the personnel of colleges on the factors that influence young people about the teaching profession, both negatively and positively, the findings snowed considerable likeness to those factors that were stated ty freshmen in liberal arts and teacher's college. For example, salary was the greatest negative factor , whereas, love for children bock the lead on the positive side.

Recruiting activities had been developed in almost one-half of the counties included in the studies. These activities were largely the routine kind and wore centered around college day programs arid the distribution of literature on elementary teaching as a profession. No evidence was given to indicate types of recruitment that involved intensive study, planning and action.

316This Is indicated by the promiseous distribution of literature on the teaching profession without consideration as to what might or might not appeal to different people and groups •

A particular point of progress may be discerned from the fact that since 19U6, the number of Future Teacher Club members increased ten times* In addition, the number of members who showed an interest in elementary education increased twelve times. Even though the number of such clubs in the secondary school has increased rapidly in recent years, one is farced to conclude that Future Teacher Club opportunities for young people in the secondary schools are still inadequate* According to the reports from fresh­men in a liberal arts and a teacher*s college, only half of the secondary schools which they attended iad organised a Future Teacher Club*

According to the information collected, the scholarships in elementary education provided by the West Virginia State Board of Education and the distribution of printed literature were the only tvro positive practices in recruitment at the state level other than the encouragement that was voiced to the personnel of colleges and public schools# Furthermore, the co-ordinator of teacher edu­cation devoted only one-fifth of his time to teacher education, and it might be assumed that a person working full time would add impetus to the recruitment practices.

317Host of the teacher education institutions provided campus

activities that had recruiting and selecting implications* The foremost one resided in the future teacher chapters. The member­ship of the future teacher organizations since 19U6 shared a strong increase in the number of people interested in elementary education.The same trend was manifested in the number enrolled in school.Since 19li£, the membership of men in the future teacher organizations* interested in elementary education showed no particular increase.This also held true for the number of men enrolled in school.Even though no increase in the number of men interested in elementary education had occurred, a few of the colleges realized the importance of attracting more men into the profession. Despite the fact that such an interest was voiced, no positive plans existed that verified the interest.

As another type of a campus recruitment, a large number of the institutions had organized freshmen orientation programs. Those programs were very short, though, except in two or three institutions. Other than in the latter situations very little value could be realized from the plan of orientation as related to recruitment and selection because of the time element. Several of the institutions reported that the program of elementary education was used as a dumping ground for students who did not perform well in other aspects of

318the college program. One of the few reasons given for this abuse of the elementary program, was the misconception on the part of some people that just any person can teach elementary school children.

SelectionIn the public schools, colleges and at the state level, the

organization far the selection of students for elementary teacher education had not kept pace with what had been done in the area of recruitment* Where organization for selection had been developed, the people who were directly responsible for selection, were in turn, nor king with the recruitment * This is commendable as selection needs to be an intricate part of recruiting activities*This is especially true if the guidance concept is to be a permeating part of the total process* Where organized plans for selection were in operation, academic achievement was generally the only criterion that was used as a basis for judging the potential of a prospective teacher. This standard alone disregards the importance of the whole human in becoming or being a teacher*

The committees that had been organized for the purposes of selection at both the local school and college levels showed a concern at the particular level far co-operative action an the problem of obtaining mare promising prospects for elementary teaching*

319

A characteristic of the committees far selection was similar to that of recruitment• This characteristic was depicted in the lack of assarted committee representatives who are or should be interested in recruitment and selection*

A trait that was prevalent with local schools, colleges and the state in their recruiting and selecting efforts was the raeagemess of Joint planning and action among the three groups*Ih all situations, except a negligible few in the public schools, each of the three groups operated independently of each other* However, the public school people and the personnel of the colleges generally agreed that direct selection should begin in the eleventh and twelfth grades* This agreement would not exclude prior experience that implicated vocational choice and e specially thoee experiences that helped young people in learning to think critically*

Cne of the greatest difficulties faced by public school people in helping select prospective elementary teachers was the lack of understanding about the functions a teacher needs to be prepared for and capable of performing* About one—third of the counties had devoted some study to the question, but the conclusions were sparse and indefinite* Closely allied with the difficulty in stating the functions of a teacher was the potential that a person needed in order to learn to perform in the way deemed desirable for a teacher* In fact, only one county was able to make a statement

320on the potential which was thought to be necessary for a prospective teacher*

As far as selection a t the public school level was concerned; it would be reasonable to conclude that progress will be hampered until functions of the teacher and potential for such performance are agreed upon# Furthermore; the agreements would need to be accompanied by appropriate organization, activities, techniques and procedures*

According to the reports received from the different colleges, the discussion as to whether a person should or should not teach school was based almost entirely upon an academic grade* The cutting line for determining the status of an individual was decided on the basis of a "Cn average* As pointed out previously, this is not consistent with what is known about human growth and development*

The progress that ary teacher education institution might make in the recruitment and selection of prospective teachers is heavily dependent upon its clarification of the functions of a teacher* In respect to the preceding statement, more than half of the colleges included in this study had not made any decisions. Where decisions on the functions of a teacher had been developed, no clarity existed as to the potential an individual needed in order to perform or learn to perform in terms of the functions tlmt had been isolated*

321Where selection far elementary teacher education 'was being

attempted in public schools, no work had been done in developing techniques for selection purposes. Furthermore, practically no use was made of those that are well known* The techniques that could be used to collect information about the potential of an individual to function as a teacher were in a state of confusion that was equal to or greater than concepts of teacher functions and potential. This is to be expected, though, as techniques to collect inf or mat ion about an individual in terms of certain per­formances could not be determined unless the purpose of their use to.d been defined.

In addition, neither the colleges nor public schools had made much progress in the development or use of techniques for selecting purposes. Cki tlie basis of the foregoing generalizations, one may conclude that many of the teacher education institutions do not have a conscious understanding of what they are trying to educate young people to do.

Where selection procedures were evident, only slight use was made of experiences accruing from them. To illustrate this point, the need for new elementary teachers was worked out in several counties each year, but the findings were seldom utilized to foster action. In addition, practically no follow-up was made of the students who had been guided into elementary teacher education.

322Che of the mqj>r weaknesses of the selection practices found,

was the inadequate ways that were used in tto teacher education institutions in determining the level of performance of selected students. Some evidence was accumulated, but it was not specific enough to be evaluated.

Where public schools had organized programs for selection, practically no studies bad been conducted to determine the kind of progress that the selected students were making in teacher edu­cation. At the college level, the same shortcoming also existed as follow—tip was almost non-existent. As a summary conclusion on both recruitment and selection in West Virginia, one would have to conclude that a wide gap exists between what is practiced and what should be practiced.

He comma ndati ons

In view of the conclusions that wore developed from this study, certain positive steps are paramount as a means of bringing the practices in the recruitment and selection of prospective elementary teachers into closer harmony with what has been advocated* Even with the people who provided the data for this research, a wide chasm existed between wte-t they thought was being dene and what was actually practiced*

323

Throughout Chapters XX and III, constant reference was made to the necessity of joint stucfcr, planning and action as an approach to be used in attracting more promising prospects into elementary teacher education*

Xn the light of the conclusions and in keeping with the con­cept stated in the preceding paragraph, it is recommended that the units of public school administration (counties), the teacher edu­cation institutions and the department of education in West Virginia establish in an integrated working order a plan for a clear-cut and systematic program of recruitment and selection of prospective elementary teachers in the state* As a suggested plan, the state department of education should organize a committee on recruitment and selection of students for elementary teacher education* This committee should be composed of representatives from the state depart­ment, colleges, public schools and lay people* It should be the duty of this committee to work through the personnel in the colleges for teacher education on ways of obtaining more promising prospects for elementary teacher education* In turn, each college in the state that offers a program of elementary teacher education should organize a group similar to the one at the state level* It should be the function of this group to work with the public school people in the area served ty the college, with the groups at the state level, and in the college on ways of obtaining more promising pros­pects for elementary teacher education* In turn, each county school

32Uunit in the state should organize a group to work on w^rs of finding more promising prospective elementary teachers* This grot^p should work with the secondary schools and the colleges* Finally, each secondary school should have a committee working with the county group and in the school on ways of finding promising prospects far elementary teacher education*

In the effort to find more promising prospects for elementary teacher education, a group at each of the different levels of education should study and act on such problems as the undesirable aspects of tie teaching profession, organization for recruitment and selection, guidance as related to recruitment and selection, teaching and the potential for teaching, instruments and procedures for recruitment and selection, and supply and denmnd as related to recruitment and selection* Whatever action might emerge from the suggestions that have been made, the practices should be justifiable in terms of basis concerns and considerations and proposals made ty authorities in the area of recruitment and selection* As a further suggest!on, the people who are working with the ways of finding more promising prospects for elementary teacher education should make use of known instruments and procedures in recruitment and selection if such instruments and procedures are Justifiable* Furthermore, they should vrork, experimentally, to find improved ways of recruiting and selecting prospective teachers*

325Si order to facilitate the efforts of public school people,

college personnel and those of the state department in continuous stuc^- and work on teacher education, recruitment and selection being a counterpart, it is proposed that the state acquire a full time co-ordinatcr of teacher education* This person should be given status as another member of the state department of education.

As aspects of or aside from the proposed program of recruit­ment and selection, certain parts of this study need mare detailed investigation by individuals or groups. First, the part of this dissertation which was devoted to the factors that influence college freshmen into and away from elementary education is open for more stucty- than it received in this dissertation. It should cover a greater number of cases. Furthermore, the reasons that caused students in liberal arts to enter certain types of college programs were not clear. Second, the functions that a teacher needs to be prepared for and capable of performing, and the po­tential for learning such functions are in need of clarification*The public school people and college personnel were not able to present any common front on the problem. Such a study should include public school teachers as well as school administrators and college personnel. Third, a detailed study of the blocks that interfere with recruitment and selection of prospective students would provide a valuable source of information for people who are concerned about

the problem of finding mare promising prospects for elementary teacher education* The personnel of the teacher education institu­tions, public school people and the co—ardinator of teacher education ■were unable to specify clearly those things that interfere with obtaining more promising prospects far elementary teacher education*SSuch a study might include those blocks which emerge from school administration, supervision, curriculum practices, and the connrunity* In the way of a final statement, any one or the three problems proposed for further study would not need to be confined to a particular state as greater service might be rendered if the scope were broader*

BIBLIOGRAPHY

A, BOOKS

Baxter, Bernice, Teacher-Puni 1 RelatlowH|-ns. Hew York: TheMacmillan Company, 194-1.

Kriner, Harry Luther, Pre-Training Factors Predictive a t Toacher Success, California: Pennsylvania State College, 1931*Sommers, G, T. , Predicting- The Success of Prospective Teachers,

Hew York: Coluahla University, 1923,Yeager, Teresa, An Analysis of Certain Traits of Selected High

School Seniors. Hew York: Coluahla University, 1923*

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Armstrong, Grace, "The Problem of Recruiting Activities," Teachers College Journal_ XIX (March, 1948), 99-IO9 ,Arnold, Dwight, "Selection and Guidance," Educational Research

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Barr, A. S, "Evaluation and Prediction of Teaching Efficiency," Journal of Educat1onal Research. XL (May, 1949), 717-720,

Bean, F, A,, "Teacher Recruitment," Peabody Journal of Education. XXIII (September, 1945), 81-82.

327

328

Beeley, Arthur L., A Clinical Technique for The Selection of Pros­pective Teachers** School and Society. 1 (August 5* 1939)*183- 185.

Blyler, Dorothea, "Pre-Training Selection of Teachers," Educational Administration and Supervision. XXXVIII (May, 19^8), 275-28h.

Blyler, Dorothea, "Pre—Training Selection of Teachers with Emphasis on The Field of Music," Educational Administration and Supervision.XXIX (March, 19^3), 129-130.

Bowers, Harold J*, "Teacher Recruitment in Wartime," The Amer1can School Board Journal. CIV (March, 19^2), h5—^6.

Boynton, P, L., "The Abilities of Man," Peabody Journal of Education.XXI (Bovember, 19^3), 149-150.

Buckingham, B. R. , "Research in Teacher Supply and Demand," Educational Administration and Supervision. XV (April, 1929), 259-268.

Byres, Loretta M., "High School Recruitment of Elementary Teachers,"The "ff House. XXV (September, 1950), 8-14.

Clark, Stanley C. T., "Teacher Candidate Selection at California Poly­technic College." Journal of Educational Research. XLI1I (December, 1949), 270-280.

Dearborn, Bed H., "A Program for The Selection of Prospective Teachers for Elementary Schools in New York State," Educatiopal Adminis­tration and Supervision. XIV (January, 1928), 15—26.

De Long, 0. A., "Teacher—Selection Program at Minot State Teachers College," The Journal of Teacher Education. II (June, I951),117.

Dent, H. C., "Recruiting Teachers in Great Britain," School Executive. LXV (October, 1945), 56.

Donovan, H. L. and William C. Jones, "Selection of Prospective Teachers," Peabody Journal of Education. XIII (November, 1935)* 137—140.

Doudna, Quincy, "The Selection of Candidates for Admission to Teacher Education Institutions," Educational Administration and Supervision. XXV (April, 1939), 301-305.

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Douglass, Harol R. and Lloyd H. Xlllot, "The Crisis In Zlsaontary Education," Elementary 8chool Jonrna^. XLVTII (December, 1947), 209-211.

Xllaseen, R. H. and Hobart Martin, "Pre—Training Salootion of Teachers During 1940-1943," Journal at Educational Research. XXXVIII (May, 1945), 666-667.

Xliassen, R. H., and Robert L. Martin, "Fre—Training Selectionof Teachers Daring 1937-1939," Educational Administration and Supervision. XXVI (October, 1940), 481-489.

Zllassen, R. H. and Robert L. Martin, "Teacher Recruitaent and Selection During The Period, 1944 through 1947," Journal of Educational Research. XLI (May, 1948), 641-654.

Illaesen, R. H., "An Open Letter to High School Teachers," School and Society. LVT (Hovember 14, 1942), 471-472.

Sllassen, R.H., and Earl Anderson, "Recruitment for Teacher Training," Revlev of Educational Research. I (January, 1931), 73—73.

Xliasren, R. H. , "Pre—Training Selection of Teachers During 1933,"Educational Ad mini stration and Supervision. XX (September, 1934), 448-453.

Emens, John R., "The Role of The Teacher's College in The Selective Process," Peabody Journal of Education. XXIII (May, 1946), 325-327.

Everett, J. Bernard, "Curriculum Research," Educational L e a d e r « M p B X (October, 19.52), 6 V 6 6 .

"Rinding Teachers for Our Schools," Elementary School Journal. XLIX (April, 1949), 431-432.

Plovers, G. W., •Setter Teachers for Our Schools," Peabody Jmirnsl jjf Education. XXV (January, 1948), 139-141.

Pox, William H. and Robert W. Richey, "Suggestions for Solving The Teacher Shortage," Journal of Educational Research. XLI 11 (November, 1949), 225-228.

Frasier, George Milliard, "Selective Admission of Students: ItsPhilosophy, •'^ournal j f The Natlonal Education Association. XX

330

"Future Teachers of America," Jour pal sL & * National Education Aeeoclatloa. XX7 (December, 1996), 287—208."Future Teachers of America," The .Tftm-ssi of The Natl onal Id it cat ion

Association. XXVl (November, 1937). 269-270."Future Teachers of America," The Journal of The Hatioim.1 Education

Association. XXVI (DecembeTTl 93^1^8 7^2887----Haggard, W. W. "Teachers* Colleges Want Hecruits," HatIons Schools.XXX (October, I9U2 ), if2.Hagie, C. H., "What School Boards Should Demand of Teachers' Colleges,"

Amerlcstn School Board Journal. XCII (April, 1936), hi.Helges, Ralph I. "Continuous Selection of Students for The Profession at One State Teachers College," The Journal of Teacher Education.

II (March, 1951). 21-22.Helnlg, Christine M., "American Association of University Women and

Teacher Recruitment," Journal of the Assocfctlon of University Women. XLIII (April, 1950), 68-70.

Herlinger, Harry V., "And Gladly Teach," Occupations. XXIII (December, 19^*0. 1U 7-151.

Hertzberg, Oscar X. "Emotional Stability as A Factor in Teacher'sCollege Admission and Training Program," Educational AdmlrH stration and Supervision. XIX (February, 19‘53), lifl-li+8.

Hicks, Turner G., "Who Should Teach," Hations Schools. XXIV (October, 1939) 31-32.

Irving, Harry W. "Selective Admission; Its Techniques," Journal of The National Education Association. XXI (January, 19^2), 11-12.

Jones, Lonzo, "Functions of College Personnel Officers in TeacherSelections," Teachers College Journal. XX (December, l9i+8), i+8— 52.

Klaiismier, Herbert, "Can More Elementary Teachers Be Secured from The Current College Enrollment," The Journal of Teacher Education. II (March, 1951). 9-lit.

Kriner, Harry L., "Five-Tear Study of Teacher College Admissions," Educational Administration and Superivlslon. XXIII (May, 1937), 192-199.

331Lawson, Douglas I. "A Study of Selective Admission Based Upon Character

Evaluation as Practiced In Teacher Training Institutions throughout The United States*" Educate93^ Administration and Supervision.XXXV (Rovember, W 9 ) , 421-426.

Ludeman, W. V., "Academic and Psrsonal Qualities of High School Graduates Desired hy Teacher Training Institutions*" Educatlonal Admlnistra­ti on and Supervision. XXII (April* 1936), 282-284.

McDonald, Ralph, "The Challenge of Teacher Selection," Journal of The Rational Educatlon Association. XXXVI (October, 19*+?)•

Madsen, I, R. "Predicting Teaching Success," Educational Admini stratlon and Supervision. XIII (January, 192?), 39-47.

Major* Charles L., "The Percentile Ranking on The Ohio State University Psychological Tests as A Factor In Forecasting The Success of Teachers in Training," School and Society. XLVII (April 30, 1938), 582- 584.

Martin, Lycia, “Teachers Colleges Can Select Students with Superior Ability," School and Society. LXIII (April, 1946), 318-319.

"More Rigid Entrance Requirements for Teacher Training Institutions," School and Society. XXXIV (Rovember, 1931), 702-704.

Murray, Thomas F., "Join The Teachers and Be The World," The Rations Schools. XL (December, 1947), 27—28.

Horthway, Ruth M., “Selective Admission into Teaching vs. CostlySalvage after Certification," Education^. LXI (March, 1941), 435.

"The People We Reed," School Executive. LXIX (January, 1950), 43—48."Recruitment for Teaching," School Reviev. LVIII (Rovember, 1945),

505-506.The Recruiting Problem," Journal of Higher Education. VII (October,

1932), 395-396.Retan, George A., "Emotional Instability and Teaching Success,"

Journal of Educational Research. XXXVII (October, 1943), 136-1'’g.Rhodes, Earl R. "Improving The Products of State Teachers* Colleges,"

Xducatlonal Administration and Supervision. XXIV (February, 1938), 147-153.

332

Sanlford, Peter and Other*, "Predicting Teaching Success," Elementary School Journal. XXxvIII (January, 1938)* 326-329*

Seagoo, May 7., "Standardised Teste in The Pre—Training Selection of Teachers," Journal of Educational Paccarch. XX7I (May, 19**?),678- 692.

Seagoe* May V., "Prognostic Teste and Teaching Success," Journal ofEducational Research. XXXVIII (May, 19**5), 685-689.

Seagoe, May V., "Permanence of Interest in Teaching," Journal ofEducational Research. XXXVIII (May, 19h5), 678-68I4..

"Selective Admission to Normal School," The Elementary School Journal. XXXI (October, 19^0), 8l-8h."Selective Admission to The Teaching Profession," Journal of The

National Education Association. XXXIX (December, 1950), 9**—95."Shall The Registration in Teacher Training Institutions Be Restricted,"

Elementary School Journal. XXX (October, 1929), 9^-9h.Smith, Prank W., "Trends in Teacher Training," School and Society.

XXXV (May, 19^2), 66l-66h.Smith, Frank W., "If We Want Better Teaching," Nations Schools.

XIX (June, 1937), 35-36.Smith, Henry, "The Selection of Students for The Profession of

Teaching," School and Society. LXV (March 8 , 19*+7), 169-171.Smith, Henry, "A Grouu Interview Techniques for The Selection of

Students for Teacher Preparation," Sdocatl onal Admlni strati on and Supervision. XXXII (October, 19**6), h30—h'1'3.Steiner, R. W. and H, L. Von Haden, "The Pre—Training Selection and

Guidance of Teachers," Journal of Educational Research. XXXVIII (January, 19*+0), 326— ?'*0.

Stephens, Isabel, "Finding and Making Teachers." Journal of The American Association of University Women. XLII (June, 19**Q),21^-217.

Stiles, Bindley J., "Recruitment and. Selection of Prospective High School Teachers by Universities," Educational Administration and Supervision. XXXII (February, 19h6), 117-121.

Stouffer, S. M., "Selecting and Training Teachers." School Executive.LVI (November, 19~6), 85-86. ^ ----

i

333

Stuit, Dewey B. , "Scholarship as A Factor in Teaching Success,"School and Society. XLYT (September 18, 1937)* 382-384.Stump, Noah F., "Preparation, Flaceawnt and Follow-mp-Coordinated

Processes in Teacher Training," Few York State Education. XXV (March, 1938), 465-467.Swan, C. C. "Selecting The Best for Teaching," of The National

Education Association. XXII (April, 1937), 11VH6."TalentSearch," Childhood Education. XXV (January, 1949), 195."Teacher Recrultment,* Elementary School Journal. XLIX (December, 1948),

189-190.Teacher Training and Selection," Mental Hygiene. XX (April, 1976), 34D-342.Threlkeld, Hilda, "The Next Step Toward Better Teaching," School and

Society. XXXVIII (August 5, 1933), 175-1?6.Thurman, 0. H., "Teacher Selection," Peabody Journal of Education.

XXVII (January, 1950), 214-220.Townsend, Ernest, "Mental Hygiene and Teacher Recruiting," Mental

Hygiene. XVII (February, 1933), 598-599.Trabue, M. R.t "Printed Material in Recruiting Students for Teacher

Education," Journal of ffrtucattonal Research. XL (May, 1947),641-651.

Troyer, Maurice E. "The Selection of Students for The Profession of Teaching," Journal of Educational Research. XXII (April, 1950), 581-593.

Upehall, Charles, "The Validity of Composite Faculty Judgment as A Method of Identifying Undesirable Prospective Elementary School Teachers," Journal of Educational Research. XXXV (May, 194^), 694-699.

Ward, Lewis B. and Samuel A. Kirk, "Studies in The Selection of Students for A Teachers College," Journal of Educational Research. XXV (May, 1942), 666-67 2.

White, Kenneth B., "The Selection of Prospective Teachers," Educational Administration and Supervision. XXV ^February, 19^8), 120-126.

33U

C, PUBLICATIONS GET LEARNED ORGANIZATIONS

Armentrout, W. D*, "The Results fro* a State Scholar ship Program,"SUfltzrilfth TfWr gofc St ZhS. American Association at SS£fibfi£A Col logo a . Washington, D, C. t Tha national Education Association, 19 6.

Blake, Raymond, "How X, A Teacher, Can Inaplre My Pupils to Inter The Teaching Profee si on," Bulletin of The Nati onal Association of Secondary School Principals. Volume XXIIII, Washington, D. C, :The Bational Bducation Associations 1949,

The ggmmflft1 SSt Teacher Education. £ Brief Statement of It_e Originand Scope. Washington, I). C. i American Countil on Education, 19^0*Cook, W. W,, C. H. Leeds and Robert Collis, "Predicting Teacher—Pupil

Relationships," Eighth Yearbook of The Association of Student Teaching. Washington, D, C. i The National Bducation Association, 19h9.

Dugan, Willis X, and Jack Shaw, "Evaluation Through Counseling,"Twenty-Eighth Yearbook at The Association for Student Teaching. Washington, D, C.: The National Education Association, 19^9*

Duyan, Grover Van, "Recruiting, Training and Selecting Teachers,"Department of Superintendence. Official Report. Washington, D. 0,t National Education Association, 19^?*

Education of Elementary School Personnel. Atlanta: Commission onCurricular Problems and Research, Southern Association of Colleges and Secondary Schools, 1951»

Imens, John R#, "Improvement of Student Personnel Programs in Teacher Education," Fourth Yearbook. American Association of Colleges for Teacher Education. Washington, D. C,: The National EducationAssociation, 1951«

Engleman, Finis, "Standards for Teacher Education as Viewed by Certi­fication Administrators in State Departments," Fourth Yearbook. Association of Colleges for Teacher Bdncat1on. Washington, D. C.:The National Education Association, 1951*

Evenden, Edward S., Guy C. Gamble and Harold C, Blue, "Teacher Personnel in The United States," ffatinnsi Survey of Teacher Education. Bulletin. No. 10. Volume II. Washington, D. C. i T7. 5, Government Printing Office, 19^3.

335

gtoirii sL Bdncatioa. Washington, D. 0. t AmericanCouncil on Education, 19**1.Candors, Harry S.. £&• W ept lag at Prospective Teachers 1b Th±

Sophomore Toar of The University. Washington, D. C, : Amor lean Bducation Research Foundation, 1936,fiSS ££& 13L i T & W A Satisfactory £fi£ Pont at ths. Best Fotentlal

Taashfia $a Ha*"**ala Preparation Thl» Service. Ninth Yearbook, American Association of Teachers Colleges, Washington,D. The National Bducation Association, 1930,

Linscheld, A,, "Twenty Tears of Progress in The Selection and Admission of Students in State Normal Schools and Teachers Colleges,"Addresses and Proceedings of The National Bducation Association, Volume LXVT. Washington, D. C, : The National Bducation Assoc­iation, 1928.

Malor Issues in Teacher Bducatlon. Washington, D, C, : American Councilon Education, 1930,

McConnell, W, J,, "Application of The Principles of Selective Admission in Teachers Colleges and Its Significance," Addresses and Proceedings of The Natlonal Bducation Association. Volume LXXVTI, Washington,D, C, t The National Bducation Association, 19**0»

Michael, R, X., "What Is The Principal’s Role in The Recruitment and Training of Future Teachers?" Bulletin of The National Secondary School Principals Association. Volume XXV, Washington, D. C. 1 The National Education Association, March, 1951,

Packer, Paul C,, "How The University School of Bducation Views TheTeacher Problem," Off1dal Report. Department of Superintendence. Washington, D, C,: The National Bducation Association, 1933,

"Professional Education of Teachers," ft} a 1 7*7 Survey of The Bducatlon of Teachers. Bulletin. No. 20. Volume I. Washington, D, C,:U. S. Government Printing Office, 1932,The School Laws of West Virginia. Charleston: State Department of

Bducation, 19^7*"School Practices in The Recruitment of Teachers," Bulletin of The

National Association of Secondary School Principals. Washington,D, C.: National Education Association, October, I9h8*

336

Shurie, Ambrose, Joseph X, Burke, Alonso Hyers, Edwin Adams andCharles Sherrod, “Ho* Can We Regulate The Supply and at The Same Time Improve The Quality of Candidates Legally Available to Inter Public School Service as Novice Teachers," Proceedings pf The Slaty Eighth Annual Meeting, national Bducation Association.

and Addresses. Volume LXVIII, Washington, D. C. :The National Bducation Association, 1930.

Thompson, Nellie Z. "Responsibility for Teacher Recruitment,"Bulletin of The National Ae mod at ion of Secondary School Principals. Volume JXXII. Washington, D. C. : The National Education Association,October, 1948.

Teachers f or Our Times. Washington, D. C. : American Council on Education,1944.

Troyer, Maurice I. and Robert C. Pace, Evaluation In Teacher Bducatl on. Washington, D. C,: American Council on Education, 1944.

Weaver, Vivian, "How I, A Teacher, Can Inspire Hjr Pupils to Enter The Teaching Profession," Bulletin of The Secondary School Principals* Association. Volume XXXII. Washington, 35* C.: The National BducationAssociation, April, 1948.

Wood, Ben D. and William S. Learned, The Student and His Knowledge,New Torh: The Carnegie Foundation for Advancement of Teaching,1936.

Zirbes, Laura, Teachers for Todays Schools. Washington, D. C.:Association for Supervision and Curriculum Development, 1951 •

APPENDIX A

Colleges in West Virginia visited by the writer

CityPhilippiBethanyBluefieldAthensEL kinaFairmontGlenvilleHuntingtonCharlestonSalemShepherdatown Harpers Ferry West Liberty Institute Buchannon

337

Name of CollegeAldorson-Broaddus CollegeBethany CollegeBluelield State CollegeConcord State CollegeDavis and Elkins CollegeFairmont State College(Henvilie State CollegeMarshall CollegeMorris Harvey CollegeSalem CollegeShepherd State CollegeStorer CollegeWest Liberty State CollegeWest Virginia State CollegeWest Virginia Wesleyan College

AFFXHB1X B

Counties in Vast Virginia, 11atad alphabetically, to which questionnaire* were aent requesting indorsation on recrultaent and aelectlon of etudente for elementary teacher education. An asterisk before the name of a county indioatea that a reply was received.

Name of CountyBarbour •Berkley •Boone •Braxton •Brooke Cabell •Calhoun •Olay Dodd ridge•Payette •Gilmer Grant

•Greenbrier Hampshire Hancock Hardy •Harri son •Jackson Jeff ereon •Kanawha Lewi s •Lincoln •Logan •Marion •Marshall •Mason McDowell Mercer •Mineral

CountySeat

Phillipui Marti neburgMadisonSutton Wellsburg Huntington Grant avi11e ClayWest UnionPayettevilleGlennrillePetersburgLewisburgRoaneyHew CumberlandMoorefieldClarksburgRipleyCharles TownCharieatonWestonHamlinLoganPairmontMoundsviliePoint PleasantWelchPrincetonKeyser

Name ofCounty•MingoMonongalia•Monroe Morgan •Nicholas •Ohio •Pendleton Pleasant Pocahontas •Preston •Putnam Raleigh •Randolph Richie •Roane Summers

•Taylor Tucker Tyler •Upshur •Wayne •Wabeter •Wet zel •Wirt •Wood •Wyoming

CountySeat

WilliamsonMorgantownUnionBerkley SpringsSunmer evil 1 eWheO lingPranklinSt. MarysMarlintonKingwoodWinfieldBeckleyBlkineHarrisvilieSpencerHintonGraftonParsonsMiddlebourneBuckhannonWayneWebster Springs New Martinsville 311zabeth Parkersburg Pineville

336

AUTCBIOGRAFHT

I, Woodrow Norris was b o m at Oilboa, West Virginia, Sept amber 21, 1912. I received my elementary and secondary school education in the public schools of Nicholas County, West Virginia. After graduation from high school, I entered Glenville College from which I received the degree of Bachelor of Arte in 1938. Prior to icy graduation from college, I taught three years in a one* room school. After completing wty undergraduate work, X became an elementary school principal. I stayed in this position for one year, and then became a county director of school attendance.In the meantime I completed the work for the degree, Master of Bducation at Duke University in 19^1* In 19U2, I was appointed assistant county superintendent of schools, Nicholas County,West Virginia. I remained in this position until late 19b3 when X entered the United States Navy. At the close of World War XX,X returned to Nicholas County as a general supervisor of schools, and started w r k on ny doctoral degree, sumner terms and one regular year. Since the fall of 19!>0, I have been teaching at Marshall College in Huntington, West Virginia.

339