University of Tennessee, Knoxville

Trace: Tennessee Research and Creative Exchange Doctoral Dissertations

Graduate School

8-1958

A Theoretical Competency Pattern for Elementary Teachers Ishmael F. Utley University of Tennessee - Knoxville

Recommended Citation Utley, Ishmael F., "A Theoretical Competency Pattern for Elementary Teachers. " PhD diss., University of Tennessee, 1958. http://trace.tennessee.edu/utk_graddiss/2970

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To the Graduate Council: I am submitting herewith a dissertation written by Ishmael F. Utley entitled "A Theoretical Competency Pattern for Elementary Teachers." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Education, with a major in Educational Administration. A. M. Johnston, Major Professor We have read this dissertation and recommend its acceptance: Orin B. Graff, Edward S. Christenbury, Earl M. Ramer, Alberta Lowe Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.)

August, 19.58

To the Graduate Council: I am submitting herewith a thesis written by Ishmael F. Utley entitled nA Theoretical Competency Pattern for Elementary Teachers." I recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Education, with a major in Curriculum and Instruction.

Accepted for the Council: I I .

o;a� b? the Gradua�� School

A THEOREriGAL CDr1PETENCY

PATTERN FOR

EL ENENTA R Y

TEACHERS

A THESIS

Submit t ed t o The Gradu a t e Council of The Univer s ity of T ennessee in Parti a l Fulf illment of the Requireme n t s f or the degree o f Doctor of Educa t i on

by Ishm a e l F. Ut ley Au gust

1 958

ACK1WWLEDGMENTS

A r e s e a rc h p roj ec t i s no t by a ny m ea ns s ucc e s s f ully c ompl et e d by the mi ght of the i nv e s tiga t o r' s p ower .

I ns t e a d ,

a fini shed s t ud y i s the p ro d uc t of i n t e rac ti ons wi t h ma ny p er s on s and , i n the c a s e of thi s p a rtic ul ar r e s e a rch eff ort , a n ex t en si o n of a nd a s uppl em ent t o c onc ep t s p revi o u sly e s t a bli shed by num e rous educ a t or s .

Wi th t he s e s t a t em ent s t o

s erv e a s a b ac kg round , the wri t e r wi s h es t o e xp r e s s hi s d e ep app recia ti o n t o th e p eopl e wh o hav e ma d e t hi s s t udy p o ssi ble throug h c ont r ibuti on of thei r tim e a nd givi ng their e nc ourag e ­ ment . Sp eci al t h anks ar e ext ended t o Dr . A.

M.

J ohn s t o n ,

P r of e s s or of Educ a ti o n , f o r g raci ou sly a s s umi ng the c hai r­ ma nship of t h e sp ons o ri ng c ommi t t e e .

Dr . John st o n g av e

imm eas urabl e a s si s ta nc e , c a reful g ui d a nc e , a nd cc� ribu t e d hi s tim e unsp ari ngly duri ng the p eri od App r eci a ti on i s e xp r e s s ed t o D r . Ma rti n

of E.

thi s i nv e s ti ga tio n . Li ttl e , f orm e r

c ha i rma n o f the a dvi s o ry c ommi t t e e , f or hi s aid i n t he fi r s t s t ag e s of d efi ni ng the p robl em .

The wri t e r i s gr ea tly

i nd eb t e d t o o t h er memb e r s of hi s a dvi s ory c om mi t t e e :

Dr.

Al b e r t a L owe , D r . E arl M. R am er , D r. O ri n B. G raff , a n d Edward

s.

Dr.

C hri s t enbury.

L a s tly

, the wri t e r i s d e eply g ra t ef u l t o hi s wi f e ,

Ca t heri ne , a n d da ugh t e r , Yv onn e , f or t hei r c on ti nu ed pa ti e nc e , e nthusia sm , and e nc ou rag em ent whi l e thi s s tu d y wa s i n·p rog r e s s.

TAB T.£ OF C ONT E N T S CH A PTE R I.

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THE THEORY OF ELEMENTARY EDUCAT ION

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PAGE A C HARACT ERIZAT ION OF T ASK PERFOR MANC E I N T ERMS OF B EHAV I OR . •

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LIST OF F IG URES PAGE

F I GURE 1.

S t ru c tura l A nalysis o f the Theo ry of E l em e nt a ry E duc ation in Rela tion t o the •

C omp e t ency P at t e rn Conc e p t 2.

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A Graphic Port rayal o f a D em o c ratic C onc ept of Edu c ation a l Lead ership

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CHAPrER I THE PROBLEM The m a j o r c o n c e rn of thi s s tudy i s t h e id en t if ic a tion of c ompe t en c i e s n e c e s s a ry f or s uc c e s sful t e a chin g in the e l ement ary s ch o ol s .

It is pro p o s ed in th i s inve s t ig a t ion t o

p e rf orm t he fo l l owing t a s k s : 1.

T o d e s c rib e th e c omp e t en c i e s ne e d e d by e l emen­

t a ry t ea che rs f o r qu a l ity j ob p e rf ormanc e . 2.

To a s s embl e th e s e c omp e t en c i e s i n t o a b eha v i or

pat t ern tha t will r ev eal t h e j ob of e l em en t a ry t e a c he r s in e nt ir ety , a s r ef l ec t ed in t h e e l ement s a nd el ement r e la tions hips whi ch m a ke up a u s efu l C om p e t ency Pa t t ern .

Sub -pro b l ems A n a na ly s i s of the ma j or pro b l em a r e a reve a l s c ert ain s ub s idiary problems .

The writ e r propo s e s t o :

1.

De s c rib e the C om p et e n c y Pat t ern C o nc ept .

2.

Del in e a t e the premi s es n e c e s s a ry f o r p o s tu-

l a t ing t h e f unc t ions of e l eme nt a ry t e achers . 3.

Analy z e the j o b o f e l eme n t a ry t each e rs f or the

purpos e of det ermin i ng the c r i t ic a l t a s k s . 4.

Charact eri z e t h e j o b of e l ement a ry t ea ch e r s in

t erm s of b ehav i o r re l a tive t o c rit i c al t a s k perf o rma nc e .

5.

I

Det e rmine the p ers onal equ i pment ( s pe c i a l know-how )

n e e d ed by e l ement a ry t e a c he rs in p e rf o rming the t a s ks involv ed

2 i n thei r j ob .

N e e d f or the Study E duc a t or s hav e be en c on sci o u s of the p rob l em s inv o lv ed i n tt t eac h e r c ompet e nc en f rom the b eg i nn i ng of th e A m e ric a n educ a t iona l s y s t em u p t o t h e p r e s ent day.

C on si d e r a b l e

eff ort ha s b ee n exp end ed t owa rd the s o lu t io n o f thi s probl em.

H i s t o r ic a l ly t h e c om p e t enc e o f e l ement a ry t eac h e r s

wa s a s s ay e d i n t e rm s of i ns t ruc t i on and ke e p i ng d i sc i pl in e a s the s e j ob t a s ks r el a t ed t o the ma j or g o a l o f educ a ti on , i.e . , t o t eac h c h ildren t o b e l iev e and ac t a s Chr i s t i a ns . l A s the sch o o l c u rricu lum expand ed w it h the r e su l t of inc r e a s i ng t he c omple x i ty o f the t e acher' s j ob , ra ti ng sc a l e s w e r e d ev e l o p ed i n o r d e r t ha t sc h o o l adm i ni s t r a t o r s and s u p e rv i s o r s m ig ht ev a lu a t e t eac h e r c omp e t ency ob j ec t iv el y a n d s o t h a t t eac he r s mig ht improv e them s e lv e s t hr ough s e lf r a t i ng.

A n exampl e of s uch a r a t i ng g u i d e i s the sc a l e

d ev el o p e d by Rugg. 2

T e ac he r c ompe t e nc e wa s a l s o d e p ic t ed by

the li s t i ng of t r a it s and a bi l i t i e s s uch a s the f o l l owing i n t roduc ed b y C ha rt er s a nd W a p l e s:

l R. F r e eman B ut t s and L a wrenc e A. C r em i n , A Hi s t ory of E duc a t i on in Americ an Cu l t u r e ( New Y ork: H enry H o l t a nd C ompa ny , 1953) , p . 1 20 . 2 H. 0. R ugg , " Se lf -Im p rov ement o f Te ach e r s Thr o ugh S e l f - Ra t ing: A New Sc al e of Ra t ing T e acher s' E ffic i enc y , '• The E l eme n t a ry Sch o o l J o urna l , 20 :670 -684 , May 19 20 .

3 Ad a pt ab i l i t y , a t t ra c t ive p e r s ona l a p p e a ra n c e , breadth of in t e re st , c ar ef u ln e s s , c o n s i d er a t ene s s , c o o p e ra t ion , d ependab i l i t y , enthus i a s m , f luenc y , f orceful n e s s , good judgment , h e a l t h , hon e s ty , indu s t ry , l e a d ersh i p , ma gne t i s m , nea t ne s s , o p en­ mindedn e s s , o r i g inal ity , p rogres s iv ene s s , prompt ne s s , r ef i nement , s ch o l a rs hi p , s e lf -c on t rol , a nd t hrif t . 3 C onc ern ha s b een man if es t ed r e l a t ive t o the subjec t of t ea c h e r c ompet en c e in rec ent y e a r s .

T o i l lu s t ra te , the

T ea c her Edu c at i on and C ert if i c a t i on Gu ide to S tudl4 p r o v id ed d irec t i on f o r a s t a t ewide s tudy of t e acher c om p e t enc i e s and c e r t i f ic a t i on i n T en ne s s e e .

Suc h a c t i on ha s b e en imp l e -

men t ed b y a t en t a t i v e s t a t ement o f c ompetenc i e s f o r t ea ch er s 5 d e veloped i n th e B elmont Conf erenc e . A b o okl et , Mea sure o f a Good T e a c he J" , 6 r e p r e s ent s a n other rec e n t ef f ort t o produc e a v a l id yard s t i c k f o r the mea suri ng of t e a ch er c omp e t e nc y .

However , in s pi t e of the f a c t tha t numerou s

stud i e s ha ve b e en execu t ed p e rt a in ing t o c ompet e n c e in t ea ching , a ppa rent l y none of the s e num erou s s tudi e s h a v e

3 werr e t t W . Cha rt e r s and Dougl a s Wa p l e s , The C ommon­ wea lth Teacher T ra ining S t ud! ( Chi cago : The Un i v er s ity of C hi c ago Pres s , 192 9 ) , p . 18 . 4 Adv i s o ry C ounc il on T ea c h e r Educ a t i on a nd C e rt i ­ f ic at i o n , T enn e s s e e S t at e Board of Educ a t i o n , T e a cher Educ a t ion a n d C ert i f i c a t ion Gu id e to Stud ( Na s hv il l e : S t a t e Dep a rtment of Edu c a t i o n , 19 1 •

5n R e p o rt of the C ommit t e e on General T e a cher C omp et enc i e s '• ( Unpub l i shed r e p o rt of the C onf erenc e on T ea c her Edu c a t i on and C e rt i f i c a t i o n , Belmont C ol l eg e , Na sh­ v i l le , Ju ly 1 9 5 2 ) , ( m ime ogra phed ) . 6 Lu c ie n B . K i nney , Mea sure of a Good T e a ch e r ( San Fran c i s c o : The C a l i f ornia T e a che rs A s s o c i at i ons , Publ i sher s , 1 95 3 ) .

4 id entified a nd d efined t ea ching c ompe t encie s s atisf a c t orily . I n support of this c o n t e nt ion Monroe s ay s : A l though t h e r e s e a rch in this a r e a ( t e a ch e r c om­ p e t e n c y) ha s d oubt le s s a dd ed m a t eria l ly t o ou r und er­ s tandin g of d e s irable t e a ch e r a bilitie s , t r a it s , and qual itie s , it is a pparent tha t th e id entific a ti o n and d efinition of t e a ching c omp e t enc ie s is a s yet by no mean s s a ti s f a c t ory. As not ed in the b e ginnin g , we d o not y e t have a n a d e quat e d ef init ion of t e a c hing effic i e ncy and c ons e qu ently n o s a t is f a c t o ry m e a n s of m e a s u ring th is v a ria bl e . Furth ermor e , it is p o s s ibl e , if n ot prob a bl e , tha t many of the a s s umptions u nd er­ lying t h e eff ort s to identif y abiliti e s , t r ait s , and qua liti e s c o n 7 ribu t ing t o t ea c hing s uc c e s s a r e not s ound . •

•

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Ther e is y e t a ne ed then f or t h e id entif ic a t ion a nd d efinition of c omp e t en c ie s n e ed ed by t e a ch e rs .

Sin c e the

ma j or c onc ern of t his s tudy is the ide ntifi c a t io n of c ompat encies ne e d e d by el ement a ry t ea che r s , a n d in a smuch as the s e c ompet e nc ie s a r e d ef ined in t h e proc e s s o f id ent ific a t ion , the need f o r an inves t igation of t his kind b ecome s a ppa rent .

This

r e p o rt then f ulfil l s a b a sic n e ed f o r id entif ic a t ion of c om pet encie s ne eded by one c l a s s if ic a tion of t ea c h e r s a nd c a n , perhaps , giv e a n initial imp e t u s t o r e s e a rc h pro j e c t s r el a t ing t o o th er c a t e g o rie s of t e a che r s . Other n e eds wil l b e met onc e t h e c ompe t enc ies ne ed e d by e l ement a ry t ea c h e r s hav e b e e n id ent ifie d .

This s tudy is

n e e d ed a s : 1.

A s u ppl em e nt t o and e x t ension of o th e r r e s e arch

eff o rt s .

?wa l t e r S . Monro e , Edit or . Encyc l o p edia of Educ a t ional Res e arch ( New York: The Ma cm il l an C ompany , 19S O } , pp . U�S3-S4.

2.

A gu id e i n j o b p e rf orm anc e .

3.

The ev a l u at i on of pre s ent t e ach e r prac t ic e.

4.

T he d ev el o pment of ind iv i dual c om p e t e nc y p a t t e rn s.

5.

A

ma nua l f o r th e i n - s e rv ic e educ a t ion of e l emen-

t ary t e ach er s . 6.

A b a s i s f or the c e rt if ic a t i on of e l em en t a ry

t eache r s. 7.

A

gu i d e f or t h e organiz a t ion of programs f o r

e duc a t i ng e l em e nt a ry t e achers . 8.

A d ev ic e f o r m erit r a t i ng .

9.

The ex am i na t i o n o f v al u e s y s t em s .

T he r ema i nd e r of t h i s s ec t i o n w i l l b e d ev ot ed t o a n ex p o s i t i o n o f t he ab ov e im pl ic at i o n s f o r C om p e t e nc y P a t t ern u s a ge a s a m ean s o f fu lf i l l ing s p ec if ic n e e d s. A Suppl em ent to a nd Ex t en s i on of Othe r R e s e a rc h E f f ort s The r e i s a n e ed f or a s tu dy whic h w il l ex t end a nd su p pl ement o t h e r s tu d i e s tha t h av e a s th ei r a r e a s of i nv e s t iga t i on c omp e t e nc i e s n eed ed by t e ac he r s o r o th e r p o s i t i o n a l o r d e r s o f the e duc at iv e f i e ld.

Ma ny s tu di e s hav e b e en m a d e

r eg a rding t e ac he r c omp e t enc e s uc h a s the ra t i ng g u id e d ev e l o p e d b y Rugg , 8

8

t h e C ha rt e r s a n d Wapl e s9 s tudy , a nd th e T e acher E du -

Rug g , � c i t .

9c ha rt e r s and W a pl es , � c it .

6

cation and Certification Guide to St

•

10

A tri-segment

approach ( theory, job tasks, and know-how) to competency identification was opened up by the Southern States Coopera­ tive Program in Educational Administration 1 1 in connection with discussions on preparation programs for educat ional administrators.

Other applications of this formula have been

made by Street 1 2 to the area of Industrial Arts Education, Savage 1 3 to the supervisory role of the elementary school principal, Livesay 1 4 to the role of the general supervisor, Cleland1 5 to the positional responsibilities of the school lOTeacher Education and Certification Guide to Study, 2.l?..!_ cit .

1 1 southern States Cooperative Program in Educational Administration, "Tentative Progress Report on Planning for the Study of the Preparation Programs in Educational Adminis­ tration'• ( Nashville: SSCPEA, 1 952). ( Mimeographed) 12Calvin M. Street, nThe Development of a Competency Pattern with Application to the Area of Industrial Arts Education" ( Unpublished Ed.D. thesis, Department of Education, The University of Tennessee, August 1953) . 1 3Tom Kent Savage, "A Study of Some of the Competencies Needed by the Elementary School Principal to Supervise In­ struction" ( Unpublished Ed. D . thesis, Department of Education, The University of Tennessee, August 1 953 ) . 1 4Herbert Y. Livesay, "A Competenc Pattern for the General Supervisor as Expressed in Theory� ( Unpublished Ed. D. thesis, Department of Education, The University of Tennessee, March 1 955) . 1 5Kenneth Lynn Cleland, ''A Competency Pattern for School Principals" (Unpublished Ed. D. thesis, Department of Education, The University of Tennessee, August lQ55) .

7 princ i pa l s , a nd P emb e rt on l6 t o the j ob of the a t t end anc e t eacher. The s tud i e s whi ch ha v e b e e n c i t ed a b ov e , a r e onl y a repre s en t a t i on of t he many s t ud i e s r e l a t e d t o the s ub j e c t of 11c ompet enc e tt t ha t have b e en exe cut ed .

A l though va r i o u s

methods h a v e b e en u s ed i n t h e i d e nt if i c a t i o n a nd def init i on of t e ache r c ompet enc e , a l l ha v e made the i r c ont r i b ut i on t o thi s much d i s cu s s ed to p i c .

Th i s i nv e s t i g a t i o n shou ld s e rv e

a s a s u pp l e ment t o th e s e p r ev i o u s s tud i e s ma d e r e g a rd ing t e a cher c ompe t e nc e . Thi s study w i l l a l s o s e rve another func t i on by mak i ng a ppl ic a t io n o f th e t ri - s e gmen t a ppro a ch o p e n ed u p by the Southern St a t e s Co o p e ra t i v e Prog ram in Edu c a t i o nal A dmini s t rat i on t o the j ob o f el eme n t a ry t e a cher s .

An e x t en s ion t o

the o ther s tud ie s which ha v e a ppl i ed th e t r i - s e gment approa ch to comp e t e nc y i d e nt if i ca t i on w i l l be eff e c t ed with the re s u l t of a CoMp e t e ncy Pat t e rn b e i ng d e ve l o p e d t o b e us ed a s a gu id e b y a nothe r c l a s s if ic a t i o n of th e p e r sonne l who o p erat e w ith i n the edu c a t i on a l mi l i eu . A Gu i d e i n Job P e rf o rma n c e Thi s inve s t i ga t i o n should b e u s eful t o el eme n t a ry

16 Ne s by Le e P emb e rt o n , "The De ve l o pment of a Compe t en c y Pat t e rn f or t h e At t end a nc e T e a ch e r '• ( Unpub l i shed M . s. th e s i s , De p a rt ment of Educ at i o n , The Univ ers i t y of T enn e s s e e , A u gu s t 1 954 ) .

8 t e a chers a s a gu id e f or eff e c t iv e j ob perf o rmanc e , thu s m e e t ing another e duc a t i ona l n e ed .

S t r e et 1 7 l end s support t o

thi s co nc lu s i on wh en he wri t e s t ha t t h e C omp et enc y Pa t t e rn s hows p r o mi s e of b e c oming a u s eful d ev i c e t o b e employed in man y area s of human b eha v i or .

Tha t s u ch a gu id e i s n e eded

i n j ob performan c e i s g iv en s upport by th e ma n y gu i d e s d e v e loped f o r r a t i ng t e a c her e ff i c i e nc y, s u ch a s the o ne d ev e l o p ed by the t e a ch e r s and s up e rv i s ory p e r s onn e l of t he Republ ic , Michigan Scho o l Sys t em . 1 8 The Compet enc y Pa t t e rn f o r e l em en t a ry t e a c h e r s t o b e d e v el o p ed i n this s tu d y shou ld p e rf o rm the f o l lowi n g func t i o n s a s a gu i d e t o qual it y j ob p e rform anc e : 1.

A s s i s t the e l emen t a ry t e a cher i n ma i nt a i ning

c on s i s t enc y in the imp lem en t at ion of theory in f u nc t i ona l o p era t i ons . 2.

Port r a y the wh o l e j ob of e l emen t a r y t e achers

whi c h wi l l h e l p the t e a ch e r to at t a in a r e a s o na bl e d e gr e e o f thoroughne s s i n job p e rf o rm anc e . 3.

Off e r prof e s s i on a l s e cur i t y t h r ough i t s d i s pla y

of i nt ernal and ext ern a l c o n s i s t e nc y . The func t i on s l i s t ed a b o v e s t and a s t e s t imon y t o j u s t one o f the ne ed s f o r a study of th i s t yp e .

1 7 st r e e t , � c i t . , p . 2 76 . 18w . L . C onnor, nA New Method of Ra t i ng T e a c h e r s , " The Journ a l of Educ a t i on a l R e s e a rc h , 1:3 3 8 - 35 8 , Ma y 1 920.

9 The Ev a l ua t i on of Pre s ent T e acher Pra c t i c e Ed uc a t o r s of a l l p o s it ional o rd e r s a r e c o n s t a n t l y s e arch ing f o r a n in s t rum ent wh i ch wi l l m ea su re a nd a ppra i s e curr ent t e a cher pra c t i c e s .

A s an example , C o o k1 9 i n the

y e ar 1 921 devel o ped a r a t ing s c al e t o b e u s e d by a dm i n i s t ra t o rs and s u p erv i s o rs .

Many a t t empt s t o d e v e l o p i n s t rument s

f o r the purp o s e of eva l ua t i ng t e a ch e r pr a c t i c e c o uld b e c it ed yet the example g iv en a b o v e s e em s s uf f i c i e nt t o p o int out that there is a d ef in i t e n e ed f or an i ns trument t o b e u s ed f o r the evalu a t i o n of t e a cher pra c t i c e exi s t i ng today .

The

C omp e t enc y P a t t ern t o be evolved in this inve s t i ga t ion i s s u bm it t ed a s an organ o f eva lua t io n wh i ch wi l l m e e t thi s need b e c au s e : 1.

Th e l at e s t r e s ea rch r e l a t ing t o the j ob of e l emen-

t a ry t e a che r s wi ll b e examined wh ich should ref l ec t c urrent t e a cher pra c t i c e in Amer i c a n s o c i et y . 2.

A bluepr int of the j ob of e l ement a ry t e a chers

will b e d e v el oped ba s ed o n r e c ent r e s earch eff ort s a s rela t e d t o t e a c h e r c omp e t en c y a nd mod e rn th e o r et i c al c on s i d e ra t i on s . Thu s a p ort raya l of the e l ement ary t e a ch e r s j ob a s i t should b e p e rformed i n mod ern day s o c i ety w i l l prov id e a n i n s trument f o r the e l ement ary t e a cher t o u s e i n ev a l ua t ing the

1 9 wi l l i am A . C o o k, "Un if o rm St andards f o r Judg i ng T e a chers i n S outh Da ko t a , " Edu c at ional Adm in i s t ra t io n and Supe rv i s i o n , 7 : 1 -1 1 , Janu ary 1 92 1 .

10 a c t i vi t i e s th a t he p e rf orm s on t h e j ob .

T h i s i n s t rume nt wil l

b e e qu a l ly u s ef u l f o r e l ement a ry princ i pal s , s u p erv i s ors , and s u pe r i nt endent s f or the e va lu a t i on of th e pre s ent prac t i c e o f e l ement a ry t e a chers . The Dev elopm e nt of I nd i v i dual c o mp e t enc y pa t t e rn s A f ram e o f r ef e r en c e i s n e e d ed by e lement a ry t e a c he rs to b e u s e d a s a gu id e l ine in d ev e l oping their i nd iv i d ua l b eha v i or p a t t e rn s .

The c o nc eptu a l und er s t a nd ing s inheren t i n

t h e C omp e t e n c y P a t t ern f or e l ement a ry t e a c he r s tha t i s t o b e unf o l ded h e r e i n are a dvanc ed a s a gu i d e f o r t he d e v e l o pment of i ndividu a l c omp e t e n c y p a t t ern s by t ea c h e r s of e l em e nt a ry s chools .

Thi s d o e s n o t imply tha t the C omp e t ency P a t t ern

d ev eloped in t h i s study i s cha ra c t e r i z ed by r ig i d it y ; i n s t e a d thi s b eha v i o r p a t t ern enc our a g e s c ha ng e b a s ed o n n e w and b e t t e r knowl edg e s a nd s ki l l s .

I nd i v i du a l c om p e t e n c y p a t t erns

c a n a id in the ref i nem ent of th e C omp e t en c y P a t t ern f or e l ement a ry t e a chers .

A s t e ache r s d evel o p t h e i r i nd i vi dua l

c o mp e t e n c y pa t t e rn whi l e p e rf o rmi ng t he i r j ob s , n e w know­ l ed g e s a nd ak i l l s w i l l be found .

The ind iv idual c omp et ency

p a t t erns w i th t h e i r c o nc om i t a nt improved kn owl e dg e s a nd s kil l s c a n b e i nc orpo ra t ed int o the C omp e t ency Pa t t e rn a s a p p l ied t o the g e neral j ob a r e a of t e a ch i n g i n the e l ement a ry s ch o o l , thu s pro d u c i ng a b e t t e r b lu eprint o f the e l em ent a ry t e a che r .

Monroe c o nc lud e s :

• • eff or t s i n thi s a r ea s ho u l d b e d i re c t ed • t owa rd id ent i f y i ng t ho s e t e a cher abi l i t i e s , t r a i t s , a nd qua l i t i e s wh ich ma ke f or a high l ev e l of

11 eff e c t i v ene s s f o r d iff erent pur p o s e s , p e r so n s , a nd s it u a t i ons . Af t er su ch id ent i f i c a t i o n s ha v e b e e n mad e i t m a y b e pos s ib l e t o f i nd pa t t e rn s o f a b i l ­ i t i e s , t ra it s , a nd qua l i t i e s whi c h ha ve h igh c orre l a t i o n s w i th t e a c hi ng su c c e s s i n a numb er of t ea ch i ng s it u a t i o n s . 2 0 A

Manua l for I n-Serv i ce Edu c a t i o n Program s A m a j or ob j e c t i ve of a l l i n - s ervi c e educ a t i on pr o -

grams i s t h e improv ement o f i n s t ruc t i on a nd one m e a n s o f imp rov ing i n s t ru c t i on i s pro v i d i ng opport u ni t i e s f o r t e a ch e r s t o b e c ome more c om p e t ent in j ob p e rf o rm an c e .

T h e p r op o s a l i s

mad e that t he C ompet ency Pa t t e rn t o b e d ev el o p ed i n thi s s t udy w i l l a d e qu a t e ly s erve the func t i on o f a nd me e t the n e ed f o r a ma nua l f o r i n - s erv i c e e duc a t i on program s .

T hro ugh

c o operat i ve s tudy p rograms p e rt a i n ing t o s u ch t op i c s a s pu p i l n e ed s , a ph i l o s o phy of educ a t i on , a nd d emoc ra t i c p ra c t i c e s i n t ea ch i n g a nd cu rr i c u lum r e vi s i o n s whi l e u s ing t h e m e t hod of the C om p e t ency Pat t ern C onc e pt , an improved i n s t ru c t i on a l program w i l l r e s u l t a nd p o s s i bly s ome change s in t h e e l eme n t a ry curr i c ulum . I t i s a c o nt en t i on o f t hi s s tudy tha t u s a g e of t he c on c eptu a l und e rs t a nd in g s inhe rent i n t he C ompet e n c y P a t t ern will c au s e t e a ch e r s t o chan g e , i . e . , cha ng e i n t h e s en s e that in s t r uc t i on a l impro v ement will b e c ome a re al i t y .

In

v i ew o f t h i s s t at ement t h e u s e of t he C ompe t en c y Pa t t e rn a s

2 0Monro e , � c i t . , p . 1 454 .

12 a manual for in-service education programs definitely fulfills a pressing need in the educational program. A

Guide for the Organization of Programs for Educating

Elementary Teachers The Competency Pattern developed herein might act as a guide for the organization of programs for edu cating elem­ entary teachers.

Bryant, 2 1 in a study of teacher certifi-

cation in the southern states, recommended that teacher education institutions should assume the responsibility for evaluating teacher competency, and that such competency was to be based upon factors in addition to the completion of the required college courses although a description of teacher competency was not included in his investigation.

The

University of Tennessee 22 along with other teacher education institutions in Tennessee has outlined the competencies sought for all prospective teachers who participate in the core professional educational program.

This indicates that

some teacher education institutions are giving more attention to organizing their teacher education programs on the basis of the competencies deemed essential for quality job performance.

The participants of the Belmont Conference agreed

2 1 Hayden c. Bryant, "Criteria for Teacher Certification" (Unpublished Doctoral Dissertation, Department of Education, George Peabody College for Teachers, lg5o), p. 2 56 . 22 nProgram of Teacher Educationn ( Unpublished report on the Core Professional Education Program of The University of Tennessee, The University of Tennessee, Knoxville, 1 955-56) .

13

that teacher education programs should be constructed on the basis of competencies.

They write, "Competencies are basic

to the construction of a program of teacher education, f or out of a consideration of the competencies come the learning experiences which constitute such a program.n2 3 The Competency Pattern to be developed herein will provide definite direction for elementary teachers during their period of f ormal education since: The important teacher tasks that make up the job

1.

of elementary teachers are stated . 2.

A postulated theory acts as a guideline to the

method of task performance . The special know-how necessary for task perform-

3·

ance is indicated. A Basis f or the Certification of Elementary Teachers A study which has as its purpose the identification of

the competencies needed by elementary teachers for qual ity job perf ormance holds the possibility of f ulf illing an urgent current need; that of providing a basis for the certification of elementary teachers.

Graff and Street lend mutual support

to this statement when they write: the Competency Pattern seems a natural tool to apply to one of the most pressing problems in the •

cies,n

•

•

23Report of the Committee on General Teacher Competen­ 2..E.!_ cit . , p . 1 6 .

whole area of teacher preparation: what kind of evaluation activity will prove an adequate basis for gi ving teachers certificates, or for renewing and upgrading certificates. As is well known, the certification of teachers is at present almost entirely a matter of the accumulation of a certain number of college credits. Obviously, this is not the �ost efficient way to provide certification. The Competency Pattern makes possible a better assessment of the things the teacher needs to be able to do to receive a certificate, and also sug­ gests ways and means for evaluating adequate per­ formance of these tasks. 2 4 The Belmont College participants have this to say regarding competencies as a basis for certification, "Competencies are basic to teacher certification because in large part, teachers are to be certified on the basis of acquired competencies."2 5

The Tennessee State Board of Education has

taken official action along similar views regarding competence as a basis for certification. 2 6 A Device for Merit Rating The need has not yet been fully met for an instrument devised for rating the quality of job performance by elementary teachers, i.e., a device for merit rating.

However,

24 orin B. Graff and Calvin M . Street, Improving Compe­ tence in Edu cational Administration ( New York: Harper & and Brothers, Publishers, 1 956), p . 2 8 4 . 2 5 11Report of the Committee on General Teacher Compe­ tencies, " �cit. , p. 1 6 . 2 6 Tennessee State Board of Education, Regulations for Certification of Teachers ( Nashville: State Department of Education, 1 9 52 ).

15 many attempts have been made to develop an instrument to be used in rating teacher competency ( merit).

To illustrate

some of the previous attempts to devise an instrument to be used for the purpose of merit rating, Giles2 7 in the year 1 9 2 2 developed a score card for the purpose of aiding educational administrators and supervisors rate teacher efficiency.

In the same year, the Duluth School Sy stem28

developed a rating guide to be used for rewarding or releasing teachers on the basis of the supervisor's estimate of a teacher's competence.

Later, in 1 9 45 , the General

Assembly of North Carolina2 9 authorized an intensive study to be executed relative to the subject of merit rating . Although this study was duly executed it was never put into operation in North Carolina for reasons unknown to the writer. It is conceivable that the Competency Pattern to be developed in this report will be an excellent tool to be applied and utilized as an instrument fo r the merit rating of 27J. T. Giles, "A Recitation Score Card and Standards, " The Elementary School Journal, 2 3: 25 -36, September 19 22. 28 John L. Bracken, "The Duluth Sy stem for Rating Teachers, " The Elementary School Journal, 23: 11 0 -119, October 1 9 22. 2 9 The General Assembly of North Carolina, Report of the Commission on Merit Ratin of Teachers ( Raleigh: The General Assembly of North Carolina, 1 9

16

elementary teachers since: 1.

The Competency Pattern portrays the whole job

of elementary teachers . 2.

The Competency Pattern furnishes a theory to be

used as a frame of reference in job performance. 3.

The Competency Pattern indicates the know-how

deemed essential for job performance . The Examination of Value Systems A device or instrument is needed that will aid elemen-

tary teachers to examine the value framework so as to align their operational beliefs with the social basis of democratic society an d to attain consistency between their operational beliefs and their behavior .

The Competency Pattern Concept

is a prime tool for the examination an d improv ement of theory . Because democratic society is in a constant state of change, philosophic al theories should also be tested and revised in order to keep up �nth modern living .

The elementary

teacher should also examine his value system, then test and reconstruct his value framework if a need is indicated.

When

this is done, teaching methods will be al igned wi th the social basis upon which they operate.

In connection with this con-

cept Graff an d Street state: The need is for more people to be using philosophy-­ theorizing abou t the things they do--and working out with others general theoretical agreements reg� 0ding the social bases upon which they will operate. J 3 0 Graff and Street, �cit. , p. 2 88 .

17

A workable theory is needed by elementary teachers to

act as a guide maintaining consistency between operational beliefs and behavior .

Expediency in job performance is not

to be desired since it is impossible to predict an expedient person's actions in different problem situations.

Consistency

in behavior is an attribute that should be sought by elementary teachers as a means of attaining a higher level of job per­ formance and this consistency can only be obtained by align­ ment of beliefs and action.

In order that the juxtaposition

of operational belie fs and behavior may become a reality the elementary teacher must engage in constant examination of his value framework . Summary The fact was emphasized that the identification and definition of teacher competencies has not a s yet been satisfactory.

Since this study

concerned w ith the ident ification

of the competencies needed by elementary teachers f'o r quality job performance, it was concluded that there is a need fo r an investigation of this kind.

Other reasons why this study is

needed were presented which included:

first, a supplement to

and extension of oth er research efforts; second, a gu ide in job performan ce; third, the evaluation of present teacher practice; fourth, the development of individual competency patterns; fifth, a manual for the in-service education of elementary teachers; sixth, a guide for the organization of

18

programs for educating elementary teachers; seventh, a basis for the certification of elementary teachers; eighth, a device for merit rating; ninth, the examination of value systems . Related Studies A

cursory examination of the previous section reveals

that many studies have been made in an effort to examine teacher competencies .

None have made an attempt to pattern

competency elements with the exception of the report of the Belmont Conference, 3 1 Kinney1s 3 2 booklet, and Street1s 3 3 study .

The approaches usually employed in the measure of

teacher competency are succinctly pointed out by Monroe as follows: There is no adequate explicit definition of teacher efficiency (competency), but three approaches are apparent in measuremen t procedures; (a) definitions based upon estimates of traits assumed to function in the teaching act such as drive, considerateness, emotional stability, objectivity, intelligence, and the like; (b) definitions based on appraisals of activities in­ cluded in teaching such as discovering and def ining pupil needs, setting goals, stimulating interest, choosing learning experiences, appraising results, and the like; (c) definitions derived from measures of pupil growth. 3 4 3 l "Report of the Committee on General Teacher Competencies, " Op . cit., p . 4 . 32Kinney, �cit . ,

P•

4.

3 3 street, �cit., p . 7 . 3 4 Monroe, �cit., pp. 1 44 6-47.

19 The re h a ve been , howeve r , s ome effo r t s ma de t o pat tern element s of c ompe ten ce.

These s tudies w i l l recei ve brief

c o n s idera t io n i n a s ub s eque n t sec t i on ( see pages 2 1-2 6) of thi s i nve s t i g a t io n .

Four d o c t o r a l s t ud ies and o ne ma s ter' s

s tudy wh i c h have used the t r i - segment a p proa c h t o the ident i­ f ic a t i o n a nd defi n i t i o n of c om peten c ie s a s ap pl ied t o d ifferent po s i t i o n s w i t h i n the educ a t i o n a l m i l ieu , wi ll be fully t rea ted s i nce t h i s s t udy a pp ro a ches the sub jec t of tea cher c ompete n c y i n term s of an o rg a n i smi c t r i c ho t omy . Some Effo rt s t o P a t tern E lemen t s of C ompetence Before g i v i n g brief c o ns ider a t i o n t o s ome effort s t o pat tern element s of c ompe te nce , a t tent i o n i s a ga i n f o c u sed o n t he method of de s c r ib ing compe tency b y t he l i s t i ng o f t ra i t s a nd a bi l i t ie s.

Such t r a i t s a s s ch o l a r sh i p , h o ne s ty , i ntel l i-

gence , i nd u s t ry , c a refulne s s , j udgment , and leadersh i p have been used a nd a re s t i ll i n use t oday i n chara c teri z i n g a c ompeten t tea cher.

Tea cher c ompetenc y ha s a l s o been de s c ribed

i n terms of a b i l i t ie s s u c h a s the a b i l ity t o c ommunic ate effect i ve ly , t he a b i l i ty t o do c r i t i c a l thi nk i ng , and t he a b i l i ty t o lead g r ou p s.

A c t u a lly , the se a b i l i t ie s a re n ot h­

i ng more than t rait s with t he word "a b i l i ty" a d ded.

Barr 3 5

made a s tudy i n whi ch he l i s ted t he t r a i t s of tea chers o n both 3 5A s. B ar r , nThe Mea s urement and P red i c t i o n of T e a c h­ ing Eff i c ienc y : A Summa ry of Inve s t i g at i on s " T he J o urnal of Exper iment a l Edu c a t i o n , 16 : 2 2 0 -2 8 3 , June 1 9 48 . .

20 t he element a ry a nd sec onda ry level wh i ch o c c u red w i t h a f requency of f ive or more i n 20 9 r a t i n g s c a le s .

At the c on -

elus i o n o f the s tudy , 1 9 9 t ra i t s were rec o rded .

T h i s i nve s -

t i g a t i on lend s s uppo rt t o the c o nt e n t i on t ha t tea cher c ompe tence i s often de s c r ibed in term s of t r a i t s a nd abi l i t ies a nd tha t the tra it s used t o c hara c t e r i ze the c ompetent t e a che r a re numero u s . A l t hough the des c r i pt i o n of c ompe t ence through the l i s t ing of t e a che r t ra i t s i s n ot by a ny me an s an a t tempt t o pa t tern element s of c ompeten c e , t h i s method of p ort ra y ing c ompeten c y ha s been pre sented s o t ha t a c o nt ra s t may be effec ted bet ween eff ort s t o pa t tern element s of c om petence a nd the cha r a c te r iz a t i on of c om petence by the l i s t i ng of t ra i t s a nd abi l it i e s .

The rema i nder of th i s s ec t i o n w i ll be

devo ted t o a de s c r i p t i o n of eff o rt s t o p a t tern c ompetency e lement s whi c h inc lude:

( 1)

C ompeten cy a s a C on s te l l a t i on

of I nter a c t ing Fac t or s , 3 6 ( 2) R i chards' F ormu l a , 3 7 ( 3) The C r it i ca l I n c i dent ' s Techn ique , 38 (4) the J o b -Ana l y s i s

Techn1que , 39 ( 5 ) SSC PEA , Ten t a t ive Pr ogres s Rep o rt o n Pla nn i n g 3 6 A s de s c ribed b y S t reet , � c i t . , p p. 6 3 - 68 . 37A s de s c r i bed by John A . McCa rthy , Voc a t i o n a l Edu­ c a t i on: Ame r i c a's Gre a t e s t Re s ource ( Chic a g o : Amer i c a n Techn i c al S o c iet y , 1951) , p p. 1 9 9-2 08 . 3 8 A s devel o ped by John c. Fla n a gan , "The C r i t i c a l I n c ident Techn ique'' ( Pit t sburgh : Amer i c an In s t i t u t e for Re sea rch a nd the Un i ve r s ity of P i t t sburg , 195 3) , (m imeogra phed). 3 9 verne c. Fryklund , T r ade and Job Ana ly s i s ( M i lwaukee : Bruce Publ i sh i ng C ompany , 1947 ) .

21 for the Study of Preparation Programs in Educational Adminis­ tration;40 ( 6 ) The Report of the Belmont Conference;4 1 (7) Kinney's Measure of a Good Teacher; 42 (8) The Program of Teacher Education of The University of Tennessee. 4 3 Competency as a constellation of interacting fRctors. Street4 4 contends that it is possible to conceive of competence as a constellation of interacting factors, i. e. , a collection of elements which have a cohesive unity and can be thought of as an entity .

The elements are so related to

one another that each element is modified and becomes something different because of its position within the total organismic constellation, i. e., competence.

The conclusion

was reached that although this method of portraying competence by a constellation of interacting factors provides better insights into the nature of competence than that of listing desirable traits and abilities, as a pattern the constellation concept is far from perfect because of the transient nature of its phenomena of rapidly changing relationships. 4 °ssCPEA,'�entative Progressive Report on Planning for the Study of Preparation Programs in Educational Adminis­ tration, " Op. cit. 4 1 11Report of the Committee on General Teacher Competencies, "� cit. 42 Kinney , � cit. 4 3"Report of the Core Professional Education Program of The University of Tennessee/' Op. cit.

22 R i c h a rd s ' formula for job s u c ce s s .

T a king c o gn izance

of the fac t tha t suc ces s of j ob performance ( co m peten ce) doe s not depend u p o n the s i ng le fa c t or of sk i l l , Ri c ha rd s a nd Charle s

R.

Al len dec ided t o s tudy j ob s a t t he Bri ght on Mi l l s ,

Pa s s a i c , New Jersey i n a n effo rt t o a s ce rt a i n wha t additi on a l qu a l i t ies a re nec e s s a ry for qua l i ty j ob pe rfo rma n c e a nd f rom the i r find in g s de s ig n a t ra i n ing pr ogram to produce c ompetent w orkers.

A t t he c o n c l us i on of t he i r s tudy they deve l o ped a

pseudom a t hema t i c a l f ormu l a de s igned t o f i nd a nd p l a c e i n per­ s pec t ive t he qua l i t a t ive fac t o rs tha t ma ke u p the per s ona l e qu i pment needed for j ob performance a nd oc cupa t i o na l suc c e s s. The f ormu l a wa s la ter rev i sed as a re s u l t of the work of Cha rle s R. Al len a nd h i s a s s o c ia t es i n t he United States Off i ce of Educ a t i on.

The revi sed f ormul a wa s expre s sed i n

the f ol lowing t erm s : E0 c M + I + J + Mo nThe formu l a reads as f o ll ows .

The pers ona l e qu ip­

ment wh i c h a n i nd i v idual needs for j o b s u c ce s s va ries a s h i s p o s se s s i o n of s k i l l s , techn i c a l knowledge , o c cupa t io na l infor­ ma t i o n , j udgment a nd morale. n4 5 M c C a rthy46 ha s proposed exp a ndi ng t he f o rmu l a by add i n g the terms ( PAD) a nd ( POD).

( PA D) i s a sh ort me thod of

45McC a rthy , Op. ci t . , p . 2 02 . 46rb id . , p . 2 07 .

23 expre s s i ng Pro blems of Ameri c a n Democ r a ci whi le (POD) s t a nds for Prob lems of O c cupa t i o na l Dem o c ra cy . The c r i t i c al i n c i dent s tec hnique.

T he c r i t i c al i nc i ­

den t s tec hni que for determ i n i n g a nd eva lua t i ng j ob c om petence c ame int o exi s tence a s a re su l t of W o rl d War II with it s c o n c om i t a nt need for the eff i c ien t use of man poi