PROGRAM L!VRA 515 .S DETERMINED BY TILE
UTflaIZATION OF OiEGON VOCATIONAL
AGRICULTURE INSThUCWRS
ROLAND ANThCT HDRICKS
A ThESIS
submitted to
OREGON STATE COLLEGE
in partial fulfillment of
the requirements for the
degre. of
MASTIIL OF EDUCATION
June 1950
APPROVED:
Redacted for Privacy
Piofessp'r/ of Aricu1ja1 Education
Redacted for Privacy
Redacted for Privacy
Redacted for Privacy
Diane Hendricks
iCNO;LiGxT3
The author winez to ackow1edge the aasiatnce, guidance
and encouragment or those individuals who were so helpful
during the writing of this thesis.
Particular mention is made
of Dr. }Iry Ten Las, Dr. Raymond Agan, Dr. Keith Goldhauzner,
Ralph L. Morgan, Allen Lee and to the vocational agriculture
instructors who filled out and returned the academic month
questionaires.
TABLE Oi C0NTTS
1AG
CHAPTER
INTRQL)UCiION
Furpose,
a...*
................
1
. . . . . . . . . . . . ..
1
.
.
1) esign of btudy. .
. . . . . . . .
4
Limitations of Studies ....................
9
Definition ofTern,s ........,,,.,.,.,..,..
10
Summary of Chapters .
. .. . . . . . . . . . . . .. . . . . . .
13
.,.
14
Sumrnary
II.
.
tthL
. . . . . . . .
. . . .
.
,
lIT
i
AJk
15
AD
Objectives ox Vocational Education in
Agriculture .
,...............
15
Legislative Provisions ...................
15
Federal arid State Agency Policies .........
17
Review of Related
*
Thesis and
Nonthesis
18
Review of Studies for the Academic MOflthSe.
19
Review of Studies Covering Summer Months...
23
Review of Studies
or Tine
ing Complete Year..,
SUmmaxy.
III.
ANALYL
AND St
a a
a a a
a a . a a a
NL)
Utilization Cover
. . . . a
a a a a
tTI
.
a a a a a a
O
a
. .. . ... .
30
a a a a a a a
39
UrTIONAL?.
thLit :i0NTH
Formulation of the Ten Basic Ro1es.,,.,,
42
43
PAGE
CHAPTER
UI.
Gathering Data tax' the Academic Uonths.......
43
Osthering Data for the Szer Months........
45
Si.milarities of the Two (oups Studied.......
48
Presentation of Data tar the Academic Lonthe.
50
Presentation o Data for the Sumner lIontha.,.
53
Presentation of Data Covering Complete Tear..
54
Anal1ysia of Compiled Material for Academic
Period, S'Enmer Lonth Period and Combined
Academic and 9taaer Months Periods by
* ..
Basic Itolea.
a a. * a a
. .a
58
Comparison of Centers on the Basis of a Merit
Rating..... .. a a .. a a . *..a. .. a .*a a.... as.
73
OtherCamparisanaAtteipted...,..............
74
NeedforAdditionalResearch.................
78
8uraiiax. a. a .a. a. .*. a a a a a. a a a . a. * a as a a. a....
79
82
IV.
V.
a a.. a a a aøa . a a ..aaa a. s.. a a..
85
......,....
86
Appendix B............. .. .......... .... ..
95
Appendix C. .............................
102
APPWU a. .a..a
Appendix A........
LIST UP TBL?s
PAG
TABLE
I.
Comparison of Studies for the Average Work
eek for Vocational Agriculture 1n
structors for the Acadenic Months. ......
IX.
2
Comparison of Studies of Tine used by
Vocational Agriculture Instructors for
the Sunmer 4onths........................
ELI.
36
Comparison of Studies of the Average Weekly
Hours used by Vocational Agriculture
Instructors for tlL Complete leer... . a .ae
IV.
40
The Number of Questionnaires Sent by Ad.'
ininistrative Districts and the Nber
Returned...... .............. ............
V.
45
Sary Comparing Information Received on
ParticIpating Centers of the Academic Month
Group and the Ser Month Reporting Group.
TX.
Average Hours of Professional Tine during
j953-.54 Academic Tear by Ten Basic Roles.
VU.
49
52
8uary of Average Hours of Professional ?im
during 1954 &er Months by Vocational
Agriculture Instructors of Oregon........
VIII.
55
Month])' Average Hours of Professional Tine by
Basic Roles for Vocational Agriculture
Instructors of Oregon... ... .. ...... ......
57
PAGZ
?ABL3
U.
Comparisons ot Time Utilized by Basic
Roles of Professional Hours of Oregon
Vocational Ariculturs Inatru.ctors.......
X.
59
Comparison of Average Monthly Hour, Utilizes
by asia aol.s by Academic Months, Swmner
Months and the Complete Tear by Oregon
Voeational Agriculture Instructors.. .....
XI.
Analysis of Adult Farmer Classes in Oregon
from 1953 to 1957......,....,..,,,.......
III.
66
Comparison of Centers according to the Project
Supervision rovi$ed Fe' Stizient Annually.
IZU.
60
75
Comparisons of Vocational Agriculture Centers
having nrOUm.nt above Forty and Below
Forty Students...,,..,.,....,.,,......,..
XIV.
76
Comparisons of Avrage Monthly and Weekly Hours
by Various Groupings of Centers Stndied.
76
[W1
Sup.rvieore and teacher trainers of vocational agriculture at
their l2 Pacific Regional Cenfarence
/ asked the Regional
Research Coiadttee to conduct a regional study on the use of tine
by teachers of agriculture.
The study was to include (3.) use of
time during the suer months and (2) use of tim. during the
regular school year,
Leo L. Knuti, as chairman of the Pacific Regional Research
comaittes, requested that studies of this nature e made under the
supervision of the vocational agriculture teacher training depart-'
merits in the Eleven Pacific Region States.
The study of the utilisation of professional time by vocational
agriculture instructors in Oregon waà undertaken by the author to
assist in this project.
The purpose of this thesis was to study and analyse the use of
tin,
by
vocational agriculture instructors.
The objectives of this
study were to first determine how many hours of professional time.
a
and
were being employed by instructors in Oregon.
300r4Ly, there was
the desire to find out how the vocational agriculture instructor
utilized his professional. tima.
The problem was desigoed to include (i) analysis of the results
of studies available, (2) a study of the ume of time by vocational
agriculture instructors for both the ser months and academic year
to determine the amount of time spent on each of ten basic roles
which were established by the author.
This study involved the following questions;
1.
What were the basic roles of the vocational agriculture
2.
Row much tim, during the academic year does he spend in
each of these areas?
3.
How much tine during the st.r months does he spend in
each of these basic roles?
4,
What conclusions and recomeendations can be drawn from
the ace'4ted data?
HamlizJ states:
Teachers of agriculture ares as a class, industrious
persona. Studies made in several parts of the country,
have shown that they work from 50 to 60 hours per week,
on the average. This means that about one-half of them
work more hours than this per week; some of them work
80 to 90 hours per week at certain times of the year.
Complaints ar, frequently heard that the 3ob of teaching
vocational agriculture requires too isch time and that
Illinois, Interstate, 1949.
48? p.
3
more and more functions have been
teachers to perform while few, if
have been dropped. Some teachers
fession to secure a 41,..hoiw week
added for thes
any, functions
leave the proand the privilege
of leisure time tor the1ve. and their
41es.
Cook LI explains;
that because of the many new developments in vocationsi. agrioulture a new conception of responsibilitie, of th. teacher has developed. The program in
vocational agriculture has great] expanded during
World War II.
As stated by i.E. Hwnpbery. Li
The program has become so extensive that the teacher
has reached the point where it is necessary for hint to
be a teacher, a supervisor, and a teacher-trainer. As
a teacher, he must have a vision of an aceeptable program in farm skills, possess the abilities and skills
necessary to offer leadership in teaching farm skills.
As teacher-trainer be nUst train leaders in Ftitre
Earners, young farmers, and adult farmer groups. As a
supervisor he must have the ability to promote, org*nl e
rthy instructional program in the conand supervise a
This
means
an enlargement of the responsibimonity.
lities of the teacher of agriculture, lie must be a
super man.
Lee J states:
Many of us have been concerned because of the evident
trendin some instances to drift away from basic
fundamentals such as adecaate bont. viaitatcns to the
bqys' projects, and building a course of instruction
around such projects. It would seat that an accurate
picture of how the instructor' a tints is bein& spent
would be of interest and concern to all who are con.
nected with the program.
5th
J Cook, Glen D. }tandbock on teaching vocational agriculture.
ed. Danvifle, Illinois, Interstate, 1947. 812 p.
Training teachers to do farm and shop jobs.
Agriculture Education Maaz1ne 18:133. December 1945.
J Iltesphery., L. It.
/ Lee, Allen. Time devoted to professional duties by teachers of
cz1turI jn Ogon, Qregozi, tat Department of
vQcat.qnal
aucat1on, ulvision or vooationaJ i4ucati.On, salem,
7 unzuab. leaves. (Miaeograph.d).
LI
The work Load of a teacher is seldom fully appreciated
by lay people. The sams is true for a teacher of
vocational agriculture, but in addition, his work is
often misunderstood by fellow teachers in his school
and in some cases even by the administration. LI
As evidenced by the authors noted above, the vocational apiculture program has poet in scope as well, as in increased inatructional programs.
It appears that the vodational agriculture
instructors are finding it increasingly more difficult to accomplish
the objectives of present day vocational agriculture.
D
of the Studs
Prior to initiating the time utilization study, a recording
form had to be developed.
Questionairee and recording forms were
procured from other states in which time utilization studies had
been conducted or were contamplated.
An analysis of these questionaires revealed that they varied
considerable. In all forms studied, the cooperating vocational agriculture instructors had from 40 to 68 separate activities under which
to record their daily or weekly time utilization.
Several conclusions appeared evident to the author:
(1)
The recording forms contained tee marr activities or headings
under which the cooperating instructors were to record the
portions of their professional time so utilized.
Li' Langdon, Kerray, and H.P. Sweany. Teacher load. Agriculture
Iiducation, University of Michigan, Lansing, Michigan. 1955.
(Mimeographed).
(2)
The forn
with daily recordings would be more accurate
than those requesting tk
cooperating instructors to
record once each week.
(3)
A higher percentage of questionaires ould be returned
if the daily recording time could be kept to a minimum.
Armed with these thoughts in mind, the time questionairos
and recording forms received from other states were studied to
find how
the many activities could be grouped into several major
headings. All seened to fall into ten major groups. Listed
below you will find the ten basic groups and the major activities
in each.
I.
Classroom activities (F.F.A. and shop
2.
3.
4.
II.
not included)
1. classroom instruction
field trips, tours, project visits on school tine.
preparation of instructional materials.
planning and programing classroom instruction.
Shop activities
1. instructional time of shop work.
supervision of shop projects.
2.
preparation of ahop instruction.
4. procuring training aide and shop instructional
supplies.
3.
III. Outofschool (P.F.A. excluded)
I.
2.
supervision of high school
project tours.
student' s projects.
3. educational tours.
4. recreational tours (nonF.FA.).
5. preparation, revision of outofschool courses of
study.
teaching
young farmer and adult fanner groups.
6.
7. conduct out-ofschool classes and meetings.
8. supervisory visiti to adult or young farmers.
I. F.F.A. (includes school and out-of-school time)
1. school-time meetings, initiation, projects, and
programs.
2. F.F.A. educational tours and trips.
3. F.Fd1. conferences, meetings and conventions.
4. F.F.A. farm, livestock and crop programs, chain and
animal awards.
5. F.F.A. public relations programs such as radio.
6. :F .F.A. smmter trips and activities.
fair attendance and judging.
7. F k eA
V.
Guidance
individual student inventories and anecdotal records.
1.
2. occupational and educational information.
3. counseling and student placement.
4. arranging, scheduling referrals, testing, and
examinations.
follow-up stui.ies of former students.
5.
6. interviewing for pre-registration.
VI.
VII.
Administration of physical plant
1. taking inventories of equipment, supplies and materials.
2.
ordering supplies and equipnnt.
3. figuring vocational agriculture budgets.
4. care and maintenance of building, equipment and tools.
remodeling and plannix new buildings.
5.
6.
vocational agriculture department correspondence.
Public relations
news articles and publications.
2,
public meetings, activities and organizations.
1.
3.
4.
5.
6.
correspondence.
program, apoeohea, radio appearances and preparations.
public exhibits and displays.
working with your principal, superintendent and school
board.
7. being of assistance in community, county agriculture
picture.
VIII.
Professional improvement
1.
training courses, special individual improvement.
vocational agriculture teachers' conference.
2.
5.
6.
sununer school attendance.
in-service training.
professional meetings, conferences, and programs.
professional reading and study.
7.
vacation-personal rehabilitation.
3.
4.
IX.
Lling and learning community
1. oorceunity studies and surveys.
2. knowirLg community leaders.
3. taking part in community improvement planning.
4. representing agriculture through non-agriculture
organizations.
X.
ducation and agricultural coordination
1. assisting in school (non-vo. ag.) programs.
2. working vith other teachers in special school
problems.
3
4.
working with ane confering
teacher's meetings.
with your administrator.
5. meetings with other social, educational and agriculture
workers,
6. time consumed in local, state and national reports.
These basic groups were then discussed with members of the
agriculture education staff at Oregon State College and with several
vocational agriculture instructors in the Viilamette Valley.
No
omissions or duplications were discovered so the basic groups Were
accepted and designated as the Ten Basic Roles.
Upon the determination of the basic roles, questionaires
were developed to study the use of professional time by vocational
agriculture instructors
in
Oregon.
A selection within each
vocational agriculture administrative district in Oregon determined
the centers to receive the qunstionaires.
The names of the centers were drawn from groupings containing
the centers from each vocational agriculture administrative district.
The pattern, wa to select a center from each district, then rotate
to another district until the 27 centers were selected.
The number
of 27 was selected because this repreicnted onethird of the
vocational agriciture centers in Oregon at that time.
The centers
selected by administrative districts were as follows:
Blue Mountain District:
Hermiston, McLoughlin, and Peridleton
Columbia River District:
North Marion, sandy, west Linn, and Molalle.
Eastern Oreon District:
Baker, Dagin, Halfway, and Vale
Capitol District:
Cascade, Soic, and ?,!oodburn
Southwestern District:
Myrtle Points Cottage Grove, and Roseburg
Northwestern District:
Ranks, Tillamook, and Forest Grove
South Central District:
Culver, Madras, ?ri.neville, and M?lirl
Lower tiUamette District:
Amity, Central, and McLinnvi1le
These questionairee were designed to cover the academic months.
The second part oz' this study was to procure information covering
the summer months.
This was accompli8hed by summarizing the special
summer forms asked for by the state supervisor of vocational agri
culture.
Only centers submitting all three summer monthly reprts
9
and centers not having a change of instructors were used.
This study was the only study to categorize the vocational
agrjculture instructors use of time into a few basic roles.
Consequently, exact comparisons of time by basic roles as defined
in this study with other states have been impossible. However,
Ømjl.r groupings were compared when practical. Also, the
weekly and monthly average from these states were compared with
those obtaIned from Oregon.
There was a separation for compiling the data gathered by
the main source of information, that is by the questionnaire.
covering the academic part of the year and euzer monthly reports
fez' the sumeer months data.
This should not be construed to
mean that these were two distinct programs.
It only means that
the.. wez'e two distinct periods of the same program.
As conducted, the time study had the sam. limitations peculiar
to all studies which used the sampling techniqu. rather than acquiring data from an entire group.
The accuracy of the data and
the soundness of the conclusions depended on the adequacy of' the
sample.
It was assumed that cooperating instructors, probably had done
some estimating in arriving at the figures reported.
In conference
10
with eon
or the cooperating instructors, these teachers insisted
that if estimates were used errors which may have been made were
in the direction of failure to record all time spent rather than
an effort to
show a larger nunber of working hours. The comparison
of the Oregon study with studies in other states tends to substantiate this.
Jo attempt was made to compare the amount oi time spent by
agriculture teachers with the amount of time spent by other tt
in the public schools.
hers
The writer recognized that many other
teachers have responsibilities which require large amounts of tine
in addition to the regular school hours.
Figures obtained from this study cannot be applied to any
particular situation since individual programs vary wide3,y in
their demands
on teacher time.
Furthermore, in individual
cases there may be no relationship between the total number of
hours worked per year arxl the effectiveness of the program of
vocational agriculture.
teachers worked less
In sons cases, it is assumed that
hours because thay have developed special
skills in organizing their work or eliminating some
non..productive
activities.
Definition of Terms
In order for the reader to proceed with the study the following
terms are defineth
U
Ten Basic o3es
As defined to mean the entire scope of the vocational agriculture instructors responsibilities divided into ten fundamental
groupings determined by the author through analysis of the many
vocational agriculture instructor' e duties.
rofessional. IYAi*5
As defined to mean all of the time necessitated by the various
duties and responsibilities involved in the teaching of vocational
agriculture.
tat s-wide Policies
As defined to mean those policies determined by the Office el
Agricultural ducation of the Division of Vocational I4ucaticn of
the State Department of Eduoation and applying to all vocational agriculture centers in Oregon.
Academic. ieai
As defined to mean the months of 3eptember through the month of May.
$ier onthe
As defined to mean the months of June, July, and August.
!ocational Agriculture
As defined in Cook: 3J
Vocational education In agriculture is a nation_wide,
federally aided program of systematic instruction in
agriculture and feun mechanics of less than college
J Cook, Glen 1.
tb ed.
Kandboc3c on teaching vocational agriculture.
Darwille, Illinois, Interstate, 1947. 812 p.
12
grade conducted in public schools or clasees for those
p.z'sone over 14 years of age; who have entered upon or
who are preparing to enter upon the work of the farm or
of the farm home.
Adult farmer Claaes
As defined in (ook: J
Adult farmr classes in vocational agriculture are made
up of farmers enrolled in an intensive course of qetematie instruction on practical. farm probleas and activities conducted by de*rtments of vocational agriculture.
Tow %rmer Ql.asses
As defined in Cook: LI
Toung farmer classes are made up of out.of-eCboo1 young
farmers usua.0 16 to 25 years of age enrolled in an intensive course of instruction in agriculture conducted by
departments of vocational agriculture.
tture Farmers of Amertc
Cook J defines it to mean that:
is
the national organization of, by, and for bcs studying
vocational agriculture in public schools under the provisions of the National Vocational rote.
Future Farmers of America, coutnonl.y kno*i as the "F'A
Advisory Council
As defined to mean a select group of individuals trots within the
school district who exercise the power to give reccexiendations for and
assistance to the vocational agriculture program.
Iiindbook on eaohing vocational ariou1ture.
uanviUe, Illinois, Interstate, 1947. 812 p.
j Càok, Glen D
5th ad.
H&ndbook on teaching vocational agriculture.
!anvi11e, Illinois, Interstate, 1947. 812 p.
Li Cook, Glen LI.
5th ed.
Haidbook on teaching vocational agriculture,
12 p.
Uanville, Illinois, Interstate, 1947.
Li Cook, Glen U
5th ad.
13
Supervised Famn&ng Progra
Cook LI defines it as meaning,
upervieed farming consists of aU of the farming ao
tivitiee of educational value conducted by students
enrolled in vocational agriculture and for which sy.
matic instruction and supervision is provided by the
teacher.
This term refers to those activities tn the classroom or in the
school farm shop that pertain to phases of farm mechanics instruction.
Defined as visits to the £szna of cay school, young farmers, and
adult farmers of the conunity to learn the conditions and probleme
involved and to give guidance for improvement of the farming enterprises.
Qt Chatr
Chapter I of this thesis study includes a statement of purpose,
need, procedures and a description of the design of the study.
Chapter II includes a statement of vocational education in agriculture, legislative provisions, federal and state agency policies,
review of thesis and non-thesis materials on the use of professional
time by vocational agriculture instructors.
Chapter III includes an analysis and interpretation of the data
,athered.
J Cock, Qien Charles.
th ed.
Handboo}c on teaching vocationa.]. agriculture.
812 p.
Danville, Illinois, Interstate, 194?.
The utilization of professional tim, by vocational agri-.
culture instructors was being studied in several states.
This
thesis study was initiated to determin, how instructors in Oregon
spent their prof.a8iona3. time.
The responsibilities of the vocational agriculture instructor
appear to be increasing and changing.
His role no longer appears
to be solely an instructor of high school boys interested in becoming established in farming.
Another problem seems to be that vocational agriculture
instructors are putting in more hours than is considered a normal
work week causing some to seek eaploment in other oceupations.
The basic roles were determined as encompassing the nazq and
varied activities involved in teaching vocational agriculture.
A
recording form wan designed to facilitate the recording of the
information
by
the ten basic roles and the centers were selected
to receive the questionnaires.
p,qt*j
Chapter II reviews objectives of vocational agriculture,
legislative provisions, policies of federal and state agencies,
literature and studies pertaining to the average weekly hours of
professional time, and analysis of how the vocational agriculture
instructors use their professional tint..
9eotises ot Vocational ducation in Azrieulture
The purpose of vocational education in agriculture is to ins'
crease proficiency in farming on the part of those engaged In
farming and the prospective farmers.
The major objectives of vocational education in agriculture are
to develop effective ability to:
/
Make a beginning and advance in farming.
2. Prdtce farm ccemodities efiiciently.
3. Market farm products advantageously.
4. Conserve soil and other natural resources.
5. Manage a farm business effectively.
1.
6.
Maintain, a favorable envircnnient.
7.
Participate in rural leadership activities.
The National Vocational ducation (5mithRughes) Act mae
in vocational agriculture.
(Monograph No. 21)
16
approved February 23, 1917. LI This was the basic act that. provideci annual appropriation for distribution to the states for the
promotion of vctional education in agriculture, trades, industry,
home economics and for the training of teachers for those fields.
This act was still in effect in 1958.
Subsequent acts have provided additional funds for vocational
education. All of these acts were i*8sed for the same general
purposeto promote and develop vocational education of less than
college grade. These acts are:
Supplementary Act (Public No. 66, Sixty-fifth Congress. House
of Representatives 5949) Approved October 6, 191?.
Act 1tending the Benefits of
the National Vocational Bducation
(smith-Hughes) Act to the Territory of Hawaii.
(Public No.
35,
Sixty-eighth Congress. House of Representatives 4121) Itpproved
March 10, 1924
Act Providing for the Further evelopnient of Vocational ducation (George-Reed).
(Public 1o. 702, eventieth Congress, senate
1731). Approved February 5, 1929.
An Act to xtend the Provisions of Certain Laws Relating to
Vocational .ducation and Civilian Rehabilitation to Puerto Rico.
(Public No. 791, Seventy-first Congress. Senate 5139). Approved
March 3, 193].
LI Public No. 347 Sixty-fourth Congress Senate 703.
17
An Act to Provide for the \u'ther Development of Vocational
Bthzcation in the Several States and Territories (G.orge4)een).
(Public No. 673, beventy4'ourth Congreea.-House of tepresentatives
12120).
Approved, June 8, 1936.
Acts for 1ducation and Training of Defense Workers (National
Defense) Subdivision 4.
(Public No. 812, Seventy-sixth Congress
House of lt.preeentativee 10539).
An Act to Provide for the Purther Ieve1oment of Vocational
(Qeorge.-rdan).
education in the
evera1 States and Territories.
(Public No. 586,
eventy'ninth Congress, Senate 619)
Approved,
August 1, 1946.
The Federal Vocational ducation Acts contained two mandatory
provisions which were peculiar to instruction in vocational .4wcation in agriculture.
The' were:
1.
The instruction must be designed to meet the needs
of persons over 14 years of age who are preparing
for farming or who are engaged in farming.
2.
Provision must be made for at least 6 nntha of
supervised practice in agriculture each year.
Pagan states J/ that for a complete program in vocational education in agriculture, the element of time should be considered
No. 1).
Li Pagan, Dick V.
The sums.? zogrem of work of vocational agriculture instructors. Master' a thesis. Boseman, Montana State
College, 1952. 85 numb, leaves.
18
in terms of years as well as in terms of minutes and aays sr week
or month.
The in-school youth needs instruction in agriculture to
lay a better foundation for his farming career.
The out-of-echool
young farmer needs systematic instruction dealing with the probLen of becoming established in farming.
Finally, as an adult
farmer he should have an educational service which will keep him.
informed on the latest developaente and the most recent approved
practice. that effect the enterprises in his farming operations.
Therefore, a school should provide an uninterrupted program of
instruction in agriculture.
Pagan J also reconwded that n developing effective euper
vised farming programs, instruction and assistance be provided for
students on all of their important farming activities.
This requires
that provisions be made for the teacher, of vocational agriculture
to visit farms of students throughout the year.
A review
s made of sttdies available pertaining to the same
problems of:
1.
if ow doe. the yooaticnal agriculture instructor spend his
time?
2.
How should he spend
LI Pagan, Dick V.
professional time?
The nzemer program of work of vocational agriMaster' e thesis. Boseman, iLontana State
culture instructors
College, l92. 85 numb, leaves,
Review of Studisjor t1, Icad*sie Months
In 3.952,
rnati 3J found that teachers of agriculture in
Montana devoted an average of 59.01 hours per week to their work.
The teaching program took an average of 44.82 hours and other activities of the teacher took an average of 14.19 hours.
Teaching
activities included such items as lesson preparation, FFA activi-
ties, and stu
hall.
Other activities included such items as
office work, improving facilities, public relations end program
planning.
Teaching high school agriculture classes averaged 21.8 hours;
teaching non-vocational agriculture classes averaged 2.14 hours;
study hail duty averaged 1.53 hours.
Class preparation for voca-
tional agricultural high school classes was 6.42 hours and for nonvocational agriculture classes .63 hours.
Classroom instruction
averaged 24.15 hours each week.
Future Farmer activities outside of class time averaged 4.04
hours.
Adult ar
young farmer class activities averaged .28 hours;
and work with the institutional on-farm training program was 1.23
hours.
Supervising the farming program of high school students
averaged 2.88 hours per week.
Use of time by Montana teichera of vocational
agriculture during the 1951-52 school year. Montana Stat*
College, Bozemen, Montana. 1952. 4 p. (Mimeographed).
,J Knuti, Lea L.
Agriculture teacher's devoted 89 per cent of their time to agri.
culture education and related activities; 3.1 per cent w
teaching nonegriculture subjects ax
Ueioted to
other e ohool duties.
Thes. teachers devoted 76.04 per cent of their time to the high
school program; 2.09 per cent to the veterans program; 0.47 per c ant
to young and adult farmer programs; and 24.4 per cent to program
plaiming and reports.
Work on aturoay averaged 6.2 hours, while the teachers spent an
average of 2.
hours iorking each evening of the week.
The following two interpretations were made by Knuti. ,J
1.
An increas, in tio for' adult education could be ac
coaplished without too much strain on the total program.
2.
Studies should be encouraged on the use of time by
other teacher's in the school qatan.
Knuti LI found the following infornation a thc result of his
study of the seven western statesz
STATE PARTICI?ATION AND EUiBER OF TEACHiS AND E8 1W0ItTD
Di ST T CFUSE OFTZ EV0AGT H S DURI)GSCBOCIJ
No. of
Na. Teachers in State
1.0
NewXexioo
10
49
12
26
UtIh
18
U
18
65
62
12
54
66
305
344
666
Colorado
Montana4
Nevada
i4roming
TOTAL
08
1.2
28
U
E1.it
'-3 SCIIOOJ year
1951-S2.
J... ...
.Jw I_J
culture during 1951-52 a
Baseman, 1ontana. 1952.
Montana teacher, of vocations
1 year. Montana State oUege,
p. (Mimeographed).
Use of time by vo-ag teachers in seven Western
States during academic school year. Montana 3tate College,
Bozanan, Montana. 1953. 5 p. (MiMeographed).
3J Knuti, Leo L.
Also, ICauti J found that the average work week was 57.89
hours and was divided appr'adauately an follows:
65% to High School Yo-g classes and related activities.
4% to !oung and Adult Fara Progr!wn.
7% to Non Vo'Ag Teaching Activities.
to Office Work and Departmet Improvement.
Z to Program Planning.
to Institutional On-tarn Training.
l.
6.8% to Other cttvities.
100.0%
Knuti stated these implications and conclusions:
1..
The report suggests thattiachers of agriculture
are dividing their time among a large rnber of
different activities.
2,
The report suggests that teachers of agriculture
are probably putting in more hours per week then
the average for the school faculty.
3.
The report suggests that if teachers are to undertake more programs, they must do it at the expense
of existing activities.
4.
The report, also, suggests that teachers are devoting more than sfZiciant number of hours to
their work. The heavy load, acme teachers are
carrying is not conducive to the developoent of a
çe'oper attitude toward the profession and their wo it.
D.R. Puxtey L/ reported on a similar stiy conducted in Ohio,
during the 1950-51 school year.
During the school year, Ohio
teachers of agriculture reported a work week of 59.57 hours.
Use o time by vo-ag teachers in seven eateflt
3tates during acadeuic school year. Montana State College,
Bosesan, Montana, 1952. 7 p. (Mimeographed).
LhuU Leo L.
How Ohio teachers of vocational agriculture spread
their professional time. Ohio tate Department of E4ucatiam,
Division of Vocational Education, Columbus, Ohio. 1951. 7 p.
(Mimeographed).
3J Purkey, D. H.
22
Sweeny J reported on another etu4 conducted in Michigan
during the 1943.44 school year that Michigan teachers of voca'tiOn&3. agriculture recorded a work week of 58.5 hours during the
school year.
Scott j wrote that Illinois vocational agriculture teachers
work art average of 256.88 hours per month which is 64.22 hours per
week during the academic months of S.pter through May, 1953..
Scott' a data indicated the Illinois teachers spent their tine
during the 1953. school year as follower
Teaching Activities
Class Instruction
Preparation
Working with Individuals
Counseling
Supervise Farm P,ractice
Student Organisations
Miscellaneous
Other Duti.*
Providing and Organizing
Facilities
Office Wàrk
Work with Adm. and Teachers
Work with Agr. 1d. 3taZf
Trips and Tours
Faire and Pxhibite
Contests
Training Schools and Camps
Studying Coimmrnity
Planning Vo-Ag Program
ork with Agencies
Professional Meetings
1945.
48 p.
170.4*
93.6
25.3
3.9
9.0
30.4
5.6
2.6
7.9
3.2.6
3.8
2.3
4.].
LI
3.0
.5
.6
3.1
2.7
7.3
(LLimeogz'aphed).
3J Scott, Marshall J
A stu
of Illinois vocational agriculture
thtCatiOXA1, University of
teachers use of time. College of
IHois, Urbana, fl34nois. l9l 9 p. (Agricultural duca.tflisograpnecr).
tion Series No. L).
?rofessional keading
1.4
2.?
2.8
serve NonflroUed lemons
ub1ic ke1at ions
Others
Ion's1ated Activities
Glasses
t4y hall, Oth
School vents
HaU
19.4
-
TcftAL
11.6
7.8
256.9
itea and all tiiother iteas are presented in hours per month
* tk'j
in acadeniio year.
Table I gives i brief aunaary of the avsrage professional work
week of vocational aricu1ture instz'ttctors during the acadexnic months
br eonperative stuiea.
Cline J funished non"thesie data on Ariaona vocational agri
cuittire use of tine during the sir of 1952.
Following are the
quoted results of that sti*iy.
Use of Tim. by Arizona Teachers of Vocational igricu2.turs
during a Typical umer ke.k.m1952.
Average of
Total
(Monte)
flours
eport$,
£11. Inetr.
Hours
Iang
Activities and Programs of
O'29.C&
307.6
High School c1sos
Work with
Training
Adult Farmer Class Meeting
11.39
67.6
1.5
D.17.50
O 1.50
2.50
.06
100.0
0-29.0U
3.70
332.45
380.05
0-24.00
4.90
14.03
School Farms, T osti ?lots
Md Denorwtratiorts
Fro-roUment Contacts fox
High School classes
D apartment i'aprovent
-
j)
_r-..-----
-
CUne
it. ?.
0.'.34.50
-
tJe of tine by Arizona teachers of vocational agri...
c4ture ttring a typical snier week-3.95.
Ar.tzona, Tucson, Ar3.sona.
L952.
Univer41y of
1 unnumD. leave.
3m.ograpb.d)
(Ccntinu.d train previous page) Total
Hours
(Hours)
Reported
Range
Average of
All lnstr.
Hours
Departmt Planning and
Reports
Professional 1mprorenant
174.35
124.6
020.00
0-31.50
6.46
4.61
35.9
77.2
1.5
9.1
0- 7.50
0-11.50
0- 8.50
1.33
2.86
.06
Ccrniaznity Service Actiu
,iti,s
Public Relationsk4ps
Advisory Couili
Other
TOTAL
0- 84
1397.3 37.268,50
8,
Progran planning and reports used 6.46 hours.
9.
Professional improveaent took 4.61 hours.
10.
51.75
Corarnity service activities required 1.33 hours.
U. Public relationships used 2.86 hours.
12. Work with advisory councils averaged only .06 hours.
33. AU other activities used .36 hours.
J CUrie, R. W. Us. of tize by Arizona tacbers of vocations].
agricultur, during a typical ser w..k'1952. University of
Arizona, Tucson, Arizona.
1952.
1 unnumb. leave.
(Mimeographed)
J0
Average Hours
P.rwesk
$tu4vbiStat.
LI
J
Oregon
54.75
Montana
59.01
1.1 Ohio
59.57
64.22
Illinois
58.5
LI Michigan
Program emphasis as determined by time
util.isaticn of Oregon vocational agriculture instructors.
Master' a thesis. Corvallis, Oregon State College, 195*.
100 numb. leaves.
LI Hendricks, Roland A.
Use of time by Montana teachers of vocational
agriculture during the l95152 school year. Lontena State
College, Bosanmn, Montana. 1952. 4 p. (Mimeographed).
LI Knuti, Leo L.
Purke, D. P. How Ohio teachers of vocational agriculture
spread their professional time. Ohio Stat., Departint of
4uoation, Division of Vocational ducation, Columbus, Ohio.
1951.
7 p.
(Mimeographed).
A atts1y of Illinois vocational agriculture
teachers use at time. Collage of thtoation, Universiti of
Illinois, Urbana, Illinois. 1951. 9 p. (Agricultural du.cation Series No. 1). (Mimeographed).
J Scott, Marshall .1
Use of time by teachers of agriolture in
Michigan. Michigan State College, Jast Lansing, Michigan.
19454 46 p. (Mimeographed).
jj Swesny, Paul H
Knuti ,J reported the following information covering the 1952
mer months for the eight western states of Arizona, California,
Zdaho, Montana, Nevada, )4ew Mexico, Utah and Washington.
Weekly Use of Tim. by 377 Vo.&g Teachers during 1952
Sumeer Months in 8 Western States showing Activities
and Average Hours and Per Cent of Time for all Teachers
Average Hours
for all
Teachers
2.22
1.06
1.93
1.90
9.14
Per Cent of
Time for .11
5.54
4.39
2.09
3.82
3.16
3.66
3.66
3.76
18.08
Ui.'!
6.25
3.29
7.24
.23
.46
5.65
50.57
Weekly Use of Time by 377 YoAg Teachers With High
School Classes during the 1952 5ser Months in 8
Western States showing Averag Hours and Per Cent of
Time for all Teachers
Activities
Supervisory Visits
Average ifOur's
for all
Teachers
9.
Project ?u's
PEA Meetings
PEA Crop ?rojecta
PEA Livestock Projects
Pair Activities
Swmer Trips
.73
.75
1.32
4.17
.80
Other
TOTAL ACflVITIS
Knuti, Leo L.
17.98
Per Cent of
Time fo2' all
Tchsra
17.96
.40
1.45
1.48
2.60
8.24
1.38
1.84
35.54
Use or time b7 i.acners or vtcat2onaa. ariou
in eight Western States during the 1952 mer months. ILontna
State College, Bozenan, Montana. 1932. 7 p. (M.tmeoaphed)
Knuti JJ reports the average hour's per week by the respective
eight western states.
Hi8 results are given below:
California
Idaho
Montana
Neveda
New Mcico
Utah
washington
47.50
50.02
52.92
59.36
55.98
50.62
50.80
Also, he found that the average work week was 50.F1 hos and
4% to miscellaneous actiYities
1VTL
l0
Knuti stated these interpretations in his report of the eight
western states:
3..
A relatively eU percentage of tim* (6.48%) was
devoted to young farmer and adult farmer activities,
About two-thirds of this time wa devoted to young
farmer clasee.
2.
?aachers devoted considerable time to supervising the
farming programs of students. Adequacy of the amount
of time devoted to supervision should be determined.
3.
Teachers devoted a major proportion of their time to
Could
improving ciepart.iient facilities and equipvt.nt.
this time have been more profitably .sip3ced.
(Mimeographed).
4. teachers devoted considerable time to program planning
and professional improvement. The time approximated
1.8% which appears reasonable.
5.
?ime devoted to instructional. groups approximated 45%
of the total time. Considering the number of students
wroUed, the amount of tim. thus uti1ied is probab]r
quite adequate.
6,
This study is of greatest imnediats value to those
participating in the eti4y. The study wiU have
little value unless it is utilizd for program
planning and improvement.
in Alabama spent 35 per cent of their time supervising the farming
rri
r .
r
1
T
tienal agriculture, 16.79 per cent; professional improvement, 3.3.23
per cent; ccsmnunity services, 8.41 per cent; New ?a.rmex's of 1'merica
activities, 6.96 per cent; campus throvement, 5.83 per cent; publi.city work, 3.51 per cent; records and reports, 3.26 per cent; Visiting
prospective students, 2.19 per cent; tours end trips, 1.68 per cent;
meetings, 1.3. per cent; follomw.up of former students, 0.75 per cent;
teaching veterans classes, 0.49 per cent; and emergency automobile
LI
hcmas, itulini F. A study of the sumner activities of Negro
teachers of vootional agriculture in Alabama. heater' a thesis,
CorneU University, Ithaca, New Tork. 1949. 121 nuab. leaves.
repairs, 0.47 per cent
The average teacher devoted to his work
50.88 hours per 6-day week, or 8.48 hours per day.
Scott 3J found that the vocational agriculture teachers of
Illinois worked 52.65 hours per week during the sunuer of 1952..
His tabulations on average number of hours spent on different jobs
during the suuer months are listed below:
Teaching Activities
83.6
C3ae Instruction
Pz'aration
Working with 1ndivi4uals
Counseling
Supervise Yarn Practice
Student Organizations
Miscellaneous
Other Duties
Providing and 'rgenizing Pacilities
Office Viork
11.5
5.4
1.6
3.3
56.6
4.6
.6
12.6.2
12.8
1.47
Work with Advisory Groups
Work with Administration and
Teachers
Work with Agriculture iduca.
tion Staff
Tripe and Tours
Faire and Zxhibits
Contests
Training choo1 and Camps
Studying Comnunity
Planning Ito-kg Program
Work with Agencies
Professional Meetings
Professional Reading
Serve Ncn-x'ol1ed Persons
Public aslationa
Others
1.4
4.4
2.9
13.6
18.5
5.1
5.2
2.4
4.5
3.8
14.2
16.7
2.3
3.3
.5
Lf Scott, MarshalJ, A study of illinois vocational agricu1tuz
teachers use of tine. College of 4ucation, University of
Illinois, Urbana, Illinois, 1951. 9 p. (Agricultural ducation Series No. 1).
(Mimeographed).
30
1.0
NonRelated Activities
8tudy flail, Other Classes
.3
.7
liaU Duty, Sc1ol kvents
210.6
TOTAL
* Tia £tun end all the other itena are presented in hàis per month
during the sunner months.
The svaissry oi the time uti1ition of vocational agriculture
instructors for the smmer month period of the studies involved are
given in table II.
in 1955, Lee )J found that Oregon teachers devoted an averag, of
59.78 hours a week t
their professional duties.
The data he gathered
is assembled below.
Per Cent
of
otivit
Vo-Ag Teaching Activities
Class Instruction (Vo-g)
Supervising arm Lrograms
Preparation for Teaching
Other
Working with individuals
(outside class)
In'ethoo1 FFA Activities
Teaching Adult or loung
Farmer C1asse
Counseling (outside class)
jotal
Average Hours
Per Week for
acb Man
4.94
21.2
5.03
3.4
2.83
3.09
3.03
1.8
1.72
2.43
.82
Other teaching activitiesAg. .22
Other Duties
specify
4.49
Other
1.38
Office Work
Provide and organize
facilities
FFA Contests
37.41
8.85
6.1.4
.46
.1.3
3.61
2.53
2.47
2.65
2.60
1.59
1.47
j Lee, AUà. Tine devoted to professional duties by teachers of
vocational agriculture in Oregon. Oregon, State Department of
4ucation, Division of Vocational 1ducation, Salem, 1955.
7 unnumb. leaves. (Mimeographed).
Per Cent
of
kctivit
Professional Meetings
Professional fteading
Public aelations
Work with Administrators,
Teachers
Planning Vo-Ag Program
Trips and Tours (non-class)
Work with Ag. Sd. Staff
Service to non-enrolled
persons
Working with Ag. Agencies
Fairs and Exhibits
Work with Advisory ("oup
Non-Related Activities
4fl Duty, School Events
Other - specify
Stu4 Hall, Non-vocational
classes
Class AdYiSOF
Organisation Advisor (nonFFA)
Average Hours
Per Yioek for
2.34
1.87
1.64
1.33
1.06
.96
1.34
1.29
.76
.73
.49
.88
.70
.43
.67
.49
.47
.27
.38
.27
.2?
.15
2.89
2.37
1.34
2.22
1.27
.14
.08
.3.2
.07
164
Lee J made the toUi1ng conclusions in his 1955 stty:
The data aboin strongly supports the principle that the
vocational agriculture instructors must operate as supervisors and administrators to some extent rather than entirely as doers if they are to accomplish a maximum, of
objectives,
Li Lee, Allen.
T.rne devoted to professional duties by teachers of
vocational agriculture in Oregon. Oregon, state Department of
Education, Division of Vocational 4ucation, Salam, 1955.
7 unnisnb. leaves. (Mimeographed),
32
It is apparent that the overall job of a vocational
agricultur, instructor is so peat and so tin, cons*xdng that his only salvation is to get help. In
ether words it ii not enough to try to do everything yourself but rather you must have others helping
This of course would include additional in70*1.
structors in some departments but certainly would
not be reetricted to that type of help1 It should
involve the use of advisory con*dttees, other school
personnel, certainly the utilization of students
to a maxizmua degree and of other people and agencies
in the community.
Scott
/ found that the Illinois vocational agriculture
teachers worked en average of 247.
hours for each of the twelve
He,
months. Ths is equal to 61.27 hours on an average per week.
also, found that 61.9 per cent of the teacher's time was spent in
teaching activities.
kppruicimatsly, one-halt of the total teaching
activities was spent on class inetrwtion. About one-fourth of
the total time in teaching activities was devoted to supervisory
farm practice.
Only 2.3 per cent of the teacher' a time was spent
in counseling and 2.2 per cent ws ueed in working with student
organizations.
Other duties required 31.A per cent of the teacher's tim..
Office work accounted for 5.2 per cent, and professional reading
4.1 per cent.
Attending meetings and providing and organ-
ising facilities each took 3.5 per cent of the teacher's time. Working
J Scott, MarehaU J. A study of Illinois vocational agriculture
teachers use of time. College of Education, Jniveraity of
Illinois, 'rbaria, Illinois. 1951. 9 p.
tion Series Nr. 1). (lumeagraphed).
(Agricultural Ethics-
3.3
with other' agricultural, education staff members required 2.4 per cent
while ohly 1.6 per cent was spent with administrators and other
teachers.
Trips and tours used 71.2 hours or 2.4 per cent while Lairs
and exhibits used 60 hours or 2.0 per cent of tI
teacher' a thne.
Contests of various kinds consumed 41 hours or 1.4 per cent of
the time.
Public relations and working with other' agricultural agencies
required for each category 1.1 per cent of the teacher's time.
Activities not directly related to vocational, agriculture such as
study hail, noon-duties, and teaching other classes required an
average of 189 hours or 6.4 per cent.
Scott drew the following conclusions:
1.
The United States Department of Labor uses 260 days
of eight hours or a total ol' 2,080 hours per year
for a ncrinal Lull-time work year. On the basis of
this figure, teachers of vocational agriculture work
an average of 894 hours of over-time. This represents
the equivalent of 111.7 days of eight hours each.
2.
That the time study records clearly indicate that
teachers have more than a Lull time load in connection
with their work with high school students. This
means that instruction of veterans, adult farmers,
and young farmers, and most of the supervision of
farming programs a being done during over-time
working period.
3.
The implication is clear' that if adults and young
farmers are to be given an adequate instructional
program in vocational agriculture, more time will
have to be assigned to them. This may be done
either by reducing the time devoted to high school
students or by providing additional staff members.
34
4.
The study brought out a fact which experienced
teachers have known for a long timethat the job
of teaching involves a great deal more than meeting
classes. Less than one-third of the teacher's
total time was used in actual classroom teaching.
5.
It is disconcerting to learn that only 14.3 per cent
of the teachers time is spent in the supervision
of fazriing programs for ettients of all age groups.
In practice, it seems that the supervision of £ariming programs is done as a pert of the over-tine load.
6.
Teachers of vocational agriculture work an average
of 2,974 hours per year. This represents 43 per cent
more work hours than is considered by some groups
to be a normal work year.
7.
From coianents made by cooperators and based on
personal experience, the writer is of the opinion
that factors responsible for the large amount of
over-time put in by most teachers of agriculture
are:
a. Deep satisfactions are associated with
successful teaching of vocational agriculture.
b. Successful teachers see more to do than
time will, permit.
o.
4.
8,
Accomplishments of neighboring teachers
are often effective 8timulanta to put in
more tine.
School administrators feel more responsibility for the high school program and in
some cases are unwilling to reduce the
high school load to permit spending
additional time with adult farmer and young
farmer instruction, and supervision of
farming programa.
Teachers need help in planning for more efective use
of their time. It is the writer' s opinion that emphasis
has been placed on larger and broader programs of
vocational agriculture on the assumption that additional staff time would be provided by local school
authorities when it is needed. Getting additional
staff, or budgeting time more effectively of the
existing staff, requires special skills which in part
can be learned. Some teachers seen to have developed
the ability to organize large programs of vocational
agriculture without spending more than the average
amount of working hours.
35
9. Help should be given administrators and the public
so that they can more affectively determine the most
desirable kinds of vocational agriculture programs.
They should then be expected to provide an adequate
staff to do the things which should be done in a
good department of vocational agriculture.
10.
1]..
Local advisory groups and school officials should investigate the possibility of multiple-teacher departments of vocational agriculture arid greater use of
special instructors.
Adequate secretarial help should be provided in
department of vocational agriculture to permit
every
teachers to do work for which they are best qualified.
Competent secretarial help 'wxuld improve the program of vocational agriculture and save nearly ten
per cent of the teacher's time.
12. Teachers should study their jobs constantly to see
how they can use their time most effectively.
13. Under present conditions practically all adultfarmer and young-farmer educational programs, are
made ;oasib1e only by working over-time. Until
adequate staff
time
is provided other than in over-
time situations, there is little hope for the de-
velopment of really effective education programs
for adult-farmer and young-farmers.
14.
Supervision of farming programs for all-day stu-.
dents, young farmers, and adult farmers will remain relatively ineffective until adequate time 1z
allocated for farm visitations within a normal work
day, week, or year.
15.. Teachers of agriculture should feel prozi of the
extensive educational program which they have made
possible by consistently putting in more time on
their jobs than anyone has the right to expect or
oven credits them with doing.
16.
Teachers of vocational agriculture through their
state organization, should study t!ie effect of siate
and local policies on the number of hours worked by
teachers of vocational agriculture. A change in
these policies might encourage the use of additional
instructors in departments of vocational agriculture.
'i!.
(.i
Average Weely
$tudybyStste
LI
LI
LI
Arizona
51.75
Oregon
54.28
Ariaona*
Calitornia*
Idaho
52.31
17.50
50.Q2
52.92
59.16
55.98
N.vada
New Kedco*
Ut.eh*
J
J
*
Washington"
50.80
Illinois
52.65
Alabama
54.2
jgus for these states Were obtained frOI Knuti's study in
time utilization of vocational agriculture teachers in eight
western states.
Use of time by Arizona teachers of vocational
agriculture during a typical summer w..k-1952. University
pf Arizona, Tcson, Arizona. 1952. 1 unnumb. leave.
Miaograpnedj.
J Olin., R. W.
LI Hendricks, Roland A.
Program emphasis as detersinad by time
utilization at Oregon vocational agriculture instructors.
Master' a thesis, Corvallis, Oregon state College, 195$
100 numb. leaves.
LI KnuU, Leo L.
Use of t1i
by teachers of vocational agriculture
in eight 1estern States during 1952 eun*ue months. Moptana State
College, Baseman, Montana. 1952. 7 p. (Mimeographed)
LI Scott, Marshall J
A study of Illinois vocational agriculture
teachers use of time. College of Educatio4 University of
Illinois Urbana Illinois. 1951. 9 p. (tgricultursl Education Series No. f). (Mimeographed).
J Thomas, Julius?. A study of sumner activities of Negro teachers
of vocational agriculture in Alabama. Master's thesis. Cornell
University, Ithaca, 1949. 12]. numb, leaves,
Tolbert
/ in his atwy in 1951-52 of the Georgia vocational
agriculture instructors analysed data gathered front 35 teachers
from single teacher departments and 17 teachers in multiple teacher
departments. Re found the Georgia vocational agriculture teackrs
in single men departments averaged 56.2 hours per week to pro-
feasional time. This was 2.3 hours more professional time than did
teachers in multiple teacher departments.
Th. usual pattern of teacher load included three or tour else see
of a11"day boys, either a day unit, farmehop or young farmer class,
and one or two adult classes On the average, teachers taught
47 aU-day boys, spending 40 per cent of their z'oteseiona1 time
with this group. aoys were visited an average of 5.7 times during
the year. Supervisory visits Were made on two-thirds of the work
days.
Tbirty-four of the teachers taught an average of 43 soults, and
10 per cent of their tine was utilised in work with adult classes.
Mowever, lees time was devoted to work with these adults than was
devoted to those not necessarily members of adult classes.
One out of seven teachers taught young farmer classes. Twothirds of the time thay devoted was spent itt on-term supervision.
Toung tanners received more supervisory visits than did any other
student.
The only area of activities where a statistically significant difference existed between the "top' and the bottoia" teachers
Lolbefl, taJ.pfl Harmon. use or proreas3onaJ. Uine
vocational agriculture in Georgia
1i.D thesis
University.
1954.
200 numb, leaves.
teachers
Ohio State
by
38
was that of on-±'axm supervision where definite superiority was
shoim on the part of the "top" teachers.
Among the recoimiendatione were:
(1)
that supervisor, and teacher trainers utilize the
findings of this study in helping teachers of
vocationsi agriculture to schools, other than
average daily attendance of high school pupils.
(2) that more recognition in the state' a (Georgia)
program be given teachers who make desirable use
of professional time,
In 1953, Zianeraen
J reported on vocational agriculture
instructors in Illinois, Ohio, Minnesota, Michigan, Yest Virginia,
Texas, North Carolina, and Montan&. The study revealed that
definite patterns do exist in the amount of time devoted to
professional activities by teachers of vocational agriculture in
the states studies. He found that teachers devoted an average of
57.0 hour. per week to professional activities.
1eccmunendations
resulting from the study were:
(1)
other teachers b assied the responsibility for
yoimg and adult farmer programs.
(2) that much of the office work be taken care of by
office personnel.
(3) that part of the duties involved in improving
physical facilities be assigned ti school
oustodiana.
Comparison. of studies analysing the entire year are found in
),J Zimnerman, Charles Liz'o'. Use of proteeaionil t.ime byeaohers
of vocational agriculture in a group of selected stats.
Columbus, Ohio state University. 1953. 27 p. (Mimeographed).
39
Table III
The only information being given oapareci is the
average hours devoted to pr'of,aaianal duties.
The review of related literature, Federal and State policies
specifies that vocational agriculture shaU furnish instruction
for persons engaged in farming or preparing for farming who are
3.4 years of age.
This verities the
adult farmer classes.
cistncs of young farmer and
Federal policy also substantiates the
necessity for the iupervised farming program.
There were many related thesis and noa"theds etud.tes av1lsLbla.
Th
studies indicated an average work week of 50 to 60 hours each.
week.
Various methods of analysis have been employed by the authors
of the ditfe'ent studies.
This makes the various informatian
gathered difficult to compare in its entirety.
However, acme
phases of the complete program have been mentioned by many of the
studies thereby furnishing acme comparisons.
Related atud.ies were compared by average hour's of professional
time utilized weekly when information was available for (1) the
acadecio year period, (2) the summer months and (3) the complete
calendar year.
Not all studies covered these reporting periods.
TArnJE III.
EE.AQE iLIKLT
UDXL 0? THJ
C(U?ARISON 0?
HOURS US1) B! VOCATIONAL ABICULTURE
INSTRUC!tORS FOR TRE COMPLETE YEAR
Average Weekly
Hours
Study by Statg
_/ Oregon
54.63
LI Oregon
59.78
61.27
J Illinois
56.20
LI Georgia
U
Illinois, Ohio, Minnesota, Michigan, Tecaa,
West Virginia, North OaroIli*, and Montana
57.00
Program eaphasie as determined by time
utilisation of Oregon vocational agriculture instructors.
Master's thesis. Corvallis, Oregon State College, 1958.
100 nwab. leaves.
J Hendricks, Roland A.
Time devoted to professional duties by teachers
of vooational agriculture in Oregon. Oregon, State Department
LI Lee, Allen.
of duoation, Diyiio of Vocational Education, Salem, 1955.
7 unnumb, leaves,
(Mimeographed).
A study of Illinois vocational agriculture
J Scott, Marshall .1
teachers use of time, CoIge of Education, University of
Illinois, Urbana, Illinois. 1951. 9 p. (Agricultural Educa-'
tion Series No. 1). (Mimeographed).
The use of professional time by teachers
of vocational agriculture in Georgia. Ph.D. thesis. Ohio State
University, 1954. 200 numb, leaves,
LI Tolbert, Ralph Harmon.
Use o professional time by teachers of
vocational agricultur, in a group of selected states. Ohio
27 p. (Mimeographed).
State Uiyeaity, Co1wibua, Ohio. 3.953
LI Zinerman, Chester L.
41
Tb. general results were that the vocational agriculture instruatora were working between 50 and 60 hours each week z'e-.
gardlese of the period covered.
Various amounts of tue. were spent in the x*ny groupings.
The general ares of class tne incltding both technical agriculture and farm mechanics appeared to make up the largest share
of a vocational agriculture instructors tine.
As was pointed out by Scott J
in
reference to his study,
the 'vodational agriculture instructors studied appeared to be
putting in many hours over what might be considered a normal work
week.
Other studies tended to reiterate this apparent fact.
Scott, Marshall J
A study of Illinois vocational agriculture
teachers use of tin.. College of Education, University of
Illinois, Urbana, Illinois. 1951. 9 p. (Agricultural iduca-.
tion Series No. 1). (Mineographed).
4.2
CIIAPTLR III
ANALYSIS AND INTBRFiUTION 01' UTI0NAfl
AND SUIM1
NTh RLFOItTS
This chapter deals with the analysis and interpretation of
the information gathered by the quostionaires covering the aca
demic months and the summer
report forms furnishing
information
for the suuuer period. The information was gathered and analyzed
by respective sourcesthat is, the questic*iaires
furnishing
data
for the academic months and the monthly report forms for the
sununer months period.
Additional
information was gathered from
the State Department of Agricultural ziucation files through the
analysis of report forms.
The data was presented, analyzed and interpreted under the
following headings of this chapter.
1.
?ormulation of the Ten Basic Itoles
2. Gathering data for the academic months.
3. Gathu'ing data fox' the summer months.
4. Similarities of the two groups studied.
5. Presentation of the data covering the academic period.
6. Presentation of the data covering the euzmner period.
7. Presentation of the data covering the combined academic
and stmmcr periods.
43
.
Analysis of compiled iiateria1 for the acadeato period,
summer months period, and the combined academic and
sumaer months periods by basic roles.
9.
10.
The
Comparisons on the basis of the merit rating.
Other comparisons attempted.
cplanation of how the Ten i3asio iolee were developed
and was presented on pages 4,5,6 and 7 of Chapter I.
Gathering Data for the Academic ionths
The selection cC the centers that were cant the time uti
lizatiori quetionaire was covered on pages 7 and 8 of Chapter I.
The design of the questionaire was also covered on paes 7 and 8
of Chapter I.
In the Acpendx pages, the
act copies of (1) the lett
requesting the cooperation of the instructors at the selected.
centers, (2) the explanatory and instructional eheets that
were sent with the questionaire, (3) the daily recording form
to be used, (4) the foUowup letter sent to centers that did
not return completed questionaires, arid (5) the thank you letter
sent to all instructors conrnloting the questionaire.
Through the sampling method devised for the study of the
utilization of vocational agriculture instructors tine in Oregon
and described on pages 7 and 8 of Chapter I, 27 centers 1rerc
selected to receive the quctionaire.
These centers were distz'i-
buted among the B existing vocational agriculture administrative
districts as illustrated on page
of Chapter I.
Twenty-three of the 27 centers aere ashed to fill out the
recording form for two consecutive months.
The remaining four
centers were asked to record for one month only.
The centers
solected wore than distributed over the academic months so that
only a few would be recording for any one month yet the period
covered by the time utilization questionaire would extend over
the entire nine month period.
}{owever, because some enters
did not participate, the actual months covered extended only
from September through Aarch of the academic year.
Of the 52 monthly recording forms sent,
were returned.
7 or 71.2 per cent
These were distributed over the following months
September, 3 completed forms; October, 5 completed forms;
November, 5 completed forms; December, 6 completed forms;
January, 7 completed forms; Febzary, 6 completed forms; and
March had
completed forms.
Teble IV presents a. summary of the questionaire recording
forms sent and those returned by vocational agriculture administrative districts.
45
TABLE IV.
THE t1EL OF c'TIOZAIRE S}T
ADMNITETIV
DISTRICT AND THE NUMBER RTURND
Number of
Number of
Questionaires Questionaires
Returned
Sent
District
Per Cent
Returned
B District
Blue Mountain
6
6
100.0
Columbia River
7
6
85.5
Bastern Oregon
7
2
28.5
Capital
7
7
100.0
Southwestern
7
5
71.4
Northwestern
6
4
66.6
South Central
7
5
71.4
Lower Willamette
6
6
100.0
52
37
WTALE
Gathering Data for the Summer Months
The data desired for the analysis of the swxuner months
was obtained through the tabulation of information obtained
front the monthly report forms that each center was requirea to
submit for the three summer months in 1954.
Only centers submitting ali threeJune, July and August
monthly summer report forms were considered.
From this group
all centers having a change of instructors effective July 1, 1954,
were extracted, as the author felt that the8e centers would not
present the
rkin
pattern of only one Instructor.
month report form 'will be found
In
the Appendix.
The air
The ites
on
this form were converted into the ten basic roles so they could
be compared with the data by the ten basic roles for the academic
months.
The sun*uer report items were readily distributed into the
ten basic roles as follows;
Basic Role I, Classroom activities (?FJ and shop giciuded)
Organisation and revising teacher plans and securing
and preparing instructional materials were grouped
ole
under Basic
.
.:hop activities
Basic Role II,
There 'were no specified items on the sinner report form
that
ould fall into this grouping, however writein items
were included when ap4icable.
Basic Role III, Out-ofschool (FFA and cutofschool activities
Project supervision, conducting project tours, meeting with
advisory council, and locating livestock ano seeds were
grouped in this section.
Basic Role IV, FI1.A. (includes in and outofschool activities)
upsrvisin
.
choo3. £art end equietent, preparation for faire,
judging contests, suuaner trips, and FF11 neetinge and activities
were included under Basic Role IV.
47
Basic Role V, Guidance
Contacting prospective students end toliow"up of out
efackioo3. class members were grouped under this role.
Basic Role VI, Administration of physical plant
The itemsother high school activities, conferences with
other services, cunity service, writing news and feature
articles and radio end community program. were grouped
under Basic Role VII.
Basic Role VIII, Professional improvement
State conference, summer school and vacation were the items
placed under this basic role.
Basic Role U, Living and learning ccmiity
There were no items listed on the atuluner report developed
by the State Office of Agriculture Mucation that weuld
specifically qualify for this basic role, however writ*.in
items applicable were utilized.
Basic Role 1, 4ucation and agricultural coordination
The itemsattending community meetings and confering with
administration were grouped under Basic Role X.
The data supplied by the ssmner months reports was then converted to th. ten basic roles and tabulated.
torty-'one of the
eighty-one centers qualified and had the recorded information
tabulated for further analysis and interpretations.
By converting the summer months data to the ten basic roles,
the summer month and the acadnic months data could be readily
compared and combined to form an analysis covering a complete
year.
Similarities of the Two Groups Studied
Information other than that refering to the utilization of
time by the vocational agriculture instructors was procured from
the report forms that were available from the State Office of
Agriculture Education. Copies of these report foxina are found
in the Appendix.
This background information of the centers of the two reporting
periods was procured in an attempt to evaluate the
relative value of the data procured in reference to the utilization of time by the agriculture instructors of each group.
Table V points out
the
similarities ana differences of the
reporting centers for the academic months and the
repcting
centers for the summer months. Also, Table V indicates the two
groups were very similar in make-up.
The average number of
vocational agriculture students per center was 53.33 for the
academic group and 47.08 for the summer group. The academic
centers enrollment contained 73.1 per cent farm boys while the
summer reporting centers reported 74.8 per cent farm boys.
49
(iTh Ei1f1
'
Wumber at Centers
21 a
41 b
53.33
47.08
73.1
74.8
80.8
79.9
Average labor inooue from
project per boy
167.53
199.62
Average hours of labor an
project per boy
100.90
119.62
3.66
3.78
Average no. Yog students
par center
Pei' cent of
arsn boys of
total enrollment
Per cent at total enrollment
completing projects
Average no. supervised roject
visits psi' boy
Per cent of centers having adult
or young farmer classes
38.1
38.8
Per cent of instructors having
instructional duties other
than Vo-Ag
42.9
39.0
a Ti,inty-on, centers øuitted report. cverthg 37 recorded months
b Forty-one centers submitted reports covering 123 recorded month.
Another e1emnt of comparison Was the per cent of the total enrollw.nt of each group that completed their supervised s'ojects.
The
academic group reported 80.8 per cent while the suier group reported
79.9 per cent.
The average labor income from the student's supervised farming
program and the average hours of labor employed ext that project in-
dicated that the suer reporting group was higher than the academic
reporting centers.
The average number of times the vocational agriculture instructor
visited each boys supervised fazdng program was 3.66 for the academic
r!'qjt
Both groups reported 38 per cent of the centers were holding
young farmer or adult classes.
The groups also were found to be
fl4mflRr in the percentage of instructors having instructional duties
other than vocational agriculture. Of the academic reporting centers
42.9 per cent of the instructors had instructional duties other than
agriculture.
The summer group indicated a in11r figure by
averaging 39.0 per cent.
The two groups appeared very _____ in aU items except the
average number of vocational agriculture students per center, the
hours employed and the labor income derived from the supervised
farming program.
PIee.ntation otData for the Jca4emic. Months
Table TI gives a tabular msmeary of how the vocational agriculture instructor of Oregon spent his time by the ten basic roles.
The average number of hours worked each month totaled 219.0 hour,
or 54.75 hours per week.
51
The largest share of these hours fell, in Basic Role L, Class-
roon activities. Mch month the instructor spent 79.00 hours in
the classroom which is 36.6 per cent of his time.
The second ranking role was Basic Role U, hop activities,
which involved 17.0 per cent of the instructor' e time.
This
equaled an average of 37.26 hours per month for each instructor.
The m, Basic Role IV, ranked third in the use of the inatructor' a time, consiing 30.80 hou's each month which was 4.1
per cent of the instructor's time.
The fourth ranking activity was Basic Role UI, Out-of-school
activities.
With tha young farmer and. adult programs inoinded in
this grouping along with time utilized in project supervieicn, it
is important to note that only 10.2 per cent of the instructor's
tim, was involved in this basic role.
The academic months indicated that 6.8 per cent of the instructor' a time was used in education and agriculture coordination,
Basic Role I.
This Was almost 4 per cent less than the time in-
volved in the young farmer, adult fenuer and supervision of projects.
The sixth ranking tiin.-consumer was Basic Role VI, Adminis-
tration of physical plant while seventh place was held by Basic Role
Till, Protessiona]. impz'ovenent.
.ghth place was Public relations.
The lowest wee Basic Role 31, Living and learning ccrznunity.
This
indicated only 1.52 hours each month wa being used in this grouping.
This i. less than 1 per cent of the vocational agriculture instructors time.
TABLE VI.
AVERAGE flOURS OF PROF
Z)NAL TIMES 1;urw;G TH1 1953-54 ACi'lIC YR B
Basic to1e
Cantors
eportjng
Total Hours
Average
kported
flours
T}Li
IE
T12 BA..IC
er
snt
i41';
I.
Classroom Activities
37
2926
79.00
36.6
II.
Shop Activities
33
1.379
37.26
17.0
III.
Out-of-School (excludes FFA)
37
812
21.94
10.2
4
IV.
F.FA. (includes school and out-of-school
Urns)
37
1140
30.90
14.1
3
V.
Guidance
30
179
4.83
2.3
9
VI
Administration of k hysical 11ant
36
422
11.41
5 2
6
VII.
Public Relations
36
283
7.64
2.7
8
VIII.
Professional Improvement
28
364
9.84
4.6
7
IX.
Living and Learning Coxwnity
19
56
1.52
.8
10
X.
Education and Agriculture Coordint1on
35
544
14.7
6.8
5
8105
219.0
100.0
It)TAL
Average hours per week 54.75 hours.
1
5,
re8entation of the Liata for the uaer Months
The atmner period data indicated the EM activities and pr'o*
fez siona]. improvement coneied apprimately 46 per cent of the
instructors time.
The EM was the first ranking activity b7
cm]y a slim margin using 50.54 hours each month.
Secondly, prou.
tea sional improvement, Basic Role VIII involved 50.07 hours per
month on an average.
This constituted 22.90 per cent of the
vocational agriculture instructors time use.
Out.ot-school activities, Basic Role III, was the third
ranking activity.
It utilized 42.44 hours each month.
This
was 19.45 per cent of the average time involved by the vocational
agriculture instructors time.
Basic Role LU included the young
farmer and adult farmer programa as well as the supervision of the
high school students projects.
It appears that less time was used
here during the sunmer months than that used for EEL activities,
Administration of physical plant ws the fourth ranking eunmer
activity and involved 12 per cent of the instructors time. Claa&.
room activities required 8.79 per cent of the instructors time.
Bducation and agriculture coordination involved 5.75 per cent of
the suzmner time so utilized.
This was an average of 13.58 hours
per month per instructor.
Basic Role V, Guidance was the seventh ranking activity which
rated 1..30 per cent of the instructors time or a total of *pprimately twenty'thz'ee hours per instructor for each of the aunmter months.
54
Basic Role tx, Living and learning comounity ws ranked eighth
and Public relations, Basic Role VU rated ninth.
During the three
suer aonths the average use of hour. per instructor for Public
relation work was lees than U hours.
Shop activities, Basic Role U, rated the least number of hours
each eunmer.
Table VU presonts a tabular awary of the data cover
ing the summer utonthe for the vocation*l agriculture instructors of
Oregon.
esentation of the Data Covering the Gonip3.ete !ear
average hours per month worked br the vocational agriculture instructors was 218.5 which averaged 54.63 hours each week.
The total
annual hours worked was 2621.90 hours or for aU practical purpose.
2622 hours.
Classroom activities, Basic Role I, ranked highest in the
average number of hours per month cm an annual basis fez' the
TABLE VII.
S1ULARY OF AVERAGE HOURS OF PROFE5SIONAL TIME DUThG THE 1954 SUMMER MONTHS B! VOCATIONAL
AGRICULTURE INSTRUCTORS OF OREGON
Basic Role
Average
Rours
Per Cent
14.74
8.79
5
.54
.01
10
Ranking
I.
Classroom Activities
II.
Shop Activities
III.
Out-of-School (excluding FFA)
42.44
19.45
3
IV.
F.F.A. (inc1ies school and out-of-school tiis)
50.54
23.0
1
V.
Guidance
VI.
Administration of Physical Plant
VII.
Public Relations
VIII.
Professional Improvement
II.
Living and Learning Community
X.
Education and Agriculture Coordination
TOTAL
Average weekly hours
54.28
7.68
4.30
7
27.42
12.00
4
347
1.40
9
50.07
22.90
2
6.57
2.40
8
1.3.58
5.75
6
217.10
100.0
U'
U'
vocational agriculture instructors in Oregon.
This averaged 62.93
hour's pw month while second ranking Basic Role IV, FPA received
35.73 hours each month thus constituting over 16 per cent of the
instructors time.
5hop activities ranked third, receiving 22.85 per cent of the
instructors time which means farm mechanics instruction constituted
lees than one-third of the vocational agricultural instructional
hours.
It seems that tarn mechanics instruction rated less em-
phasia than the FFA.
Basic Role UI, Out-of-school activities ranked fourth in the
use of the instructors time,
This means that project supervision,
young and adult farmer programs in addition to the other items in'
vulved in thi. basic role rated l.. emphasis than the FPA.
Fifth ranking, Basic Bole VIII, Professional improvement reeetved 9.15 per cent of the vocational agriculture instructor's time.
Administration of the physical plant, Basic Role VI received 7.05
per cent of the instructors time and ranked sixth,
duoat ion and agriculture coordination, Basic Role I received
6.51 per cent of the instructors time and ranked seventh.
Public
relations, Basic Role VII, involved 6.60 hours each month
em con-
stituted on3r 3.02 per cent of the total time to rank eighth.
Guidance involved only 5.55 hours per month on an average which
placed Basic Role V in ninth place of importance.
The tenth ilace
basic role was Living and learning ccunity which employed czy 1.30
per cent of the instructors time on an annual basis.
TABLE VIII.
1)NTHLY AVJG HOURS OF ?JFSIONAL TDL BY BASIC ROL
FLU. VOCATIOiAL
AICULTURJ' INST RU CFORS OF ORhGON
Annual
Total ROur5
Basic Role
Average
Monthly Hour 8
Average
Percentage
Ranking
I.
Classroom Activities
755.16
62.93
28.80
1
II.
Shop Activities
336.96
28.08
12.85
3
UI.
Out-of-School (exclude PTA)
324.72
27.06
12.43
4
IV.
F.F.A. (school and out-of-school time)
428.76
35.73
16.35
2
V.
Guidance
66.60
5.55
2.54
9
VI.
Administration of Physical Plant
184.92
15.4].
7.05
6
VII.
Public Relations
79.20
6.60
3.02
8
VIII.
Professional Improvement
238.80
19.90
9.15
5
IX.
Living arxi Learning Coninunity
33.84
2.82
1.30
10
X.
Education and Agricultural Coordination
173.04
14.42
6.51
7
2621.90
Weekly Average
54.63
218.5
100.0
Analysis of Compiled Material for the Aeadiic
The material compiled will be analysed jointly under the Ten
Basic Roles.
bach basic role will be presented with the aslytical
data pertaining to that role.
Table
fl gives
a comparison as to par cent of the instructors
time devoted to the basic role by the acadenic monihe, the auer
months and for the complete year.
It also gives the ranking of the
basic roles by the same three groups.
Table I gives a comparison of the average monthly hours of
professional tim. used by the vocational agriculture instructors
in Oregon by basic roles. An additional coln was added to show
the total annual hours utilized by the instructors by basic roles.
Classroom activities ranked first for the acadenic months and
again first for the complete year. On an annual basis the role
used 2.8O per cent of the instructors time.
Soctt JJ in his analysis of the time worked
by Uhinois vo
caticnal. agriculture instructors had the following items that would
came under Basic Role I.
He found instructors used 31.3 per cent
8tdy of Illinois vocitional agriculture
teachers use of time. College of 4ucation University of
ucaIllinois, Urbana3 Il]4nois. ).9l. 9 p. (gricultura1
tiOfl Series No. I). LMimeograpned).
LI Scott, Marshall J
TABLE IX.
C(eARISONs OF T4E UTILIZED BY BAJIC ROLES OF THE PR0FESIONAL
HOURS OF OREGON VOCATIONAL ACICULTURE INSTRUCTORS
I.
Classroom Activities
36.6
3.
8.79
5
28.80
1
II.
Shop Activities
17.0
2
.01
10
12.85
3
III.
Out-of-School (exclude FFA)
10.2
4
19.45
3
12.43
4
IV.
F.F.A. (in and out-of-school time)
14.].
3
23.0
1
16.35
2
V.
Guidance
2.3
9
4.3
7
2.54
9
VI,
Administration of Physical Plant
5.2
6
12.00
4
7.05
6
VII.
Public Relations
2.7
8
1.40
9
3.02
8
VIII.
Professional Imprarement
4.6
7
22.90
2
9.15
5
IX.
Living and Learning Comiiunity
.8
10
2.40
8
1.30
10
X.
Education and Agricultural
Coordination
6.8
5
5.75
6
6.51
7
JV.
100.0
l)0.0
TABLE X.
COMPJRISCN OF AVERi
MOT11LY HOURS UTILIZED Y BSIC R0LS BY AC?DEMIC MOU3HS, 3kitAiR
MOUTHS AND TR (XPLETi YiR
Acc.demio Monthly
Dic Role
AveraeHpurs
Summer
Avera
onth1y
Hours
Annu3.
ntniy
Average aors
62.93
nw ITotal hcurs
755.16
I.
Clascrooi ActiVities
79.00
14.74
£1.
Shop Activities
37.26
.54
III.
Out-of-School Activities (exclude
F.F.A.)
21.94
42.44
27.06
IV.
FSF.A. (in and out-of-school tine)
30.80
50.54
35.73
Guidance
4.83
7.68
5.55
66.00
V.
VI.
Administration of Ihysical ilant
11.42
27.42
15.41
184.92
VII.
Public itelations
7.64
3.47
6.60
79.20
VIII.
Professional Iinproveient
9.84
50.87
19.90
238.3O
IX.
Living and Learning Comniunft.y
1.57
6.57
2.82
331%
X.
Educational and Agriculture Coordination 1.4?
13.58
14.42
171.0
219.00
217.10
218.5
2621.90
54.75
54.28
54.63
TOTALS
EELY /VERG1S
Average total annual hours
2622 hours
336.96
324.72
m
of their time in claasroaa instruction.
The instructor also used
8.7 per cent of their tin. in preparation for classroom instruction
and 1.4 per cent of their time working with individuals on school
time.
Adding these, the impression is gtvin that apprimately
41 per cent of the Illinois instructors time was used in classroom
instruction.
This is coxre4 to 28.80 paz' cent devoted by the
Oregon instructors fox' the entire year.
Lee
/ in his 1955 Oregon study indicated that the Oregon
instructors spent 37.41 per cent in vocational agriculture class-.
room instruction, 6.14 per cent of their time in preparation for
classroom instruction, .22 per cent in other teaching of agriculture
and 2.22 per cent in rzon-'vccaticnsl agriculture and h11 duty Zc*'
a tots], of 45.99 per cent of the instructors tim. that would appear
to fall under Ba8ic Role I.
This i*s data pertaining to the con.-
p1st. year.
Knuti .-3/ had activities that appeared to fall into Basic Role I
that totaled 50.58 hours as coepared to this thesis study cats which
indicated 42,93 hours of the instructors tin. for the same period.
1UtV %ZTVIW 'V
'UA
vocational agriculture in Oregon.
ducatian, Division of VQCStOnS1
numb, leaves. (Mineagraphed).
7 un.-
J Knuti, Leo L. Use of time by Montana teachers o vocat.ional
agriculture during the l95l52 school year. Montana State
College, Bosoman, Montana. 1952. 4 p. (Mimeographed)
62
Thoass J indicated that during the eaer of 1948, the
Alabama Negro instructors devoted 16.79 per cent of their working
hours to the reperation of classroom instruction.
Oregon instructors
during the 1954 sunmer months used 8.79 per cent of their time to
Basic Role I.
The comparison of the data gathered with other studies mdi-.
catea that Oregon instructor. appear to spend a emalLer percentage
of thdz' professional tim, in Classroom activities as qualified by
Basic Role I.
Basic Role U. Shop activities
This study indicated Basic Role 1.1, Shop activities which im-
eludes instructional time on shop work, supervision of shop pro
jests, preparation of chop instruction, and procuring training aids
and shop instructional supplies required U.85 per cent of the
Oregon vocational agriculture instructors time on an annual basia.
This basic role ranked second during the academic months,
tenth during the mner months, and third on an annual basis.
Other studies did not give data pertaining to Basic Role U on a
basis that comparisons could be made to this study.
During the academic months, Shop activities constituted 17.0
per cent of the instructors time.
During the same peried, Class-.
Study of the suaner aótiviti.a of Negro
aetera thesis.
teachers of vocational agriculture in Alabama.
Cornell University, Ithaca, 191*9. 3.21 mush, leave..
LI Thomas, Julius F.
63
roon ectivities accounted for 36.3 per cent of the instructor's
time.
This indicates over t'd.oe as much emphasis has been placed
on Classroom activities as on Shop activities.
On an annual. basie, Shop activities constituted 12.85 per cent
of the instructors time compared to 16.35 per cent of the instructors
time devoted to F?). activities during the same period.
Basic Role III inolies activities such as supervision of
hi
school students, young farmer projects, z'oject tours, scm-
cational tours, recreational tours, preparation and revision of
out-of-school courses of study, teaching young and adult fazaer
groups and visiting adult farmer class m.rbera.
In this studr, Ba,eic Ito]e III ranked fourth during the academic
months, third during the sumner months, and fourth on the annual
basis.
Instructors of vocational agriculture in Oregon spend on
an average of 324.72 hours annually in this basic role.
Knuti ,,j found in his 1951-52 study covering the academic
months in iLoztana that the instructors averaged 4.39 hours a month
in the activities involving young and adult farmers, institutional
on the farm training students, and proct supervision. Oregon
LI ICnuti, Leo L. Use of tin. 'by Montszi teachers of vocational
agriculture during the 1951-'52 school year. Montana State
College, Bozemen, Montana, 1952. 4 p. (Mimeographed).
zaged
instructors during the sea, period of the year in 195354
21.94 hours to activities in Basic Role IIX which includes more
activities than those presented by the Knuti study.
Knuti )J indicated in his s'y of studies conducted in
the seven western states of California, Colorada, Montana, Nevada,
Mew Mexico, Utah end
cning that instructors in these states
used 4 psi' cent of their time for yotrng farmer end adult farmer
classes and 1.2 per cent for inrat.itutional on the farm training
classes.
Thomas LI in his study of the vocational agriculture ixm
etructors of Alabama covering the ser months of l9iO, indicated
that 35 per cent of the professional time of these instructors
time was utilized in project supervision.
This is nearly do1e
the time used by Oregon instructors in all of the activities listed
under Basic Role III.
Scott LI stated that the Illinois instructors spent 14.3
per cent at their tin, in project supervision in his analysis of
the cc*plete year.
This figure exceøds the 12.05 per cent of
Inuti, Leo L. Use OZ time Dy vocatIonal agriculture teachers in
seven Western States during academic school year. Montana State
College, Bozeman, Montana. 1953. 5 p. (Mimeographed).
Study of the siener activities of Negro
teachers of vocational agriculture In Alabama. Master' s thesis.
Cornell University, Ithaca, 1949. 121 rnsab. leaves.
3J Thomas, Julius F.
Study of Illinois vocational agriculture
teachers use of time. College of ducation University of
uIllinois, Urbana Illinois. 1951. 9 p. (Lgriculturel
cation Series Mo. 1). (Mimeographed).
if Scott, Marshall J
65
the Oregon instructors time that is devoted to Basic &ole III on
an annual bade.
The data presented above indicates that the Oregon Instructors
are not spending as much of their protsedona3. time in this basic
role as instructors in other states.
The instructors analysed during the academic month. of this
Cook ]Jstatee that 6 visits per year should be the vexy
minia
with ten to twelve being desirable for each stwent. He
also state,:
Adelt fazer c1asse in Oregon are increasing arrnual3y.
Thble 11 giv,s a mnery of the programs of adult tanner classes
in Oregon fron 1953 to 1957.
$everal trends appear evident fron Table Xi.
The first, is
that there has been an increase in the rnmber ot adult classes
held.
ven more pronounced than this, seems to be that an ever
'1
w..
Sd. DanviUe, Illinois, Interstate, 1947.
T12
p.
TA3L U. ANALT8IS OF ADULT FAIUi CLASS' IN O1ON
PC& 1953 TO 1957
Total
No. at
Classes
Tear
Tauth
No.
Taught
by Yo'.Ag
Inatruet
No. Taught
by other
then Vo4,g
Xnatruater
Total
No. A'-
dulte
1nrol1ed
No. Centers
Holding
Adult Fsr
Clas ass
195344
39
21
18
789
31
1954v"SS
50
21
29
992
34
195546
52
18
34
860
32
195647
70
24
44
153.8
113.8
40
10
PER CEN?
INCR18
277.7
327.1
129.0
increasing metber at adult tarmer classes are being taught by persons
other than the vocational agriculture instructor.
Rtuqihreys
jstat.s:
n refexing back to Table V which gave the suxanar3r at the baok"
groimd material gathered on the centers inolted in the acadi4
iex's, L.A. training teachers to do tarn and shop jobs.
Agriculture ducation Uagasine 18:123. December 1945.
,J I
67
months study and the centers used in the ew.er months study,
two important factors stood out.
The first, was that 38 per cent
of the centers were conducting young farmer and adult classes, and
39 to 42 per cent of the instructor were asced to have other
teaching duties.
For the second tact, umny of the instructors
*o were teaching non-vocational agriculture cotwees were not conducting adult or young farm classes.
These factors may be indications that young farmer and adult
farmer classes could be increased through the reduction of nonagricultural teaching duties.
Rescheduling classes may be a factor
too as indicated by Phippe j
high school classes are scheduled in the
morning. This scheduling of high school classes in
a block makes the time for young farmers and adult
farmers more useable. We hold young farmer class
meetings in the afternoons. We also hold class
meeting., tours, and field trips in the afternoon.
On-farm instruction is provided in the early after'.
noon for adult farmers and young farmers and in the
late afternoon for high school boys.
Both of i
Basic ols XV deals with .13. of the in-school and out-of-school
EPA activities.
This thesis study points out that 16.35 per cent
2J Phippe, Lloyd J. 3uoiesstul practices in adult farmer education. Danville, Illinois, Interstate, 19%. 327 p.
£,I 8cott, iLar.1*U J
A stu4 of IUinoia vocational agriculture
teachers use of tin.. College of Education, Univezait7 of
Ulinois, Urbana, Illinois. 1951. 9 p. (Agricultural duca
tion Series No. 1).
(Mimeographed).
LI Knuti, Leo L.
Use of tin* b teachers of vocational agri.
culture in eight Western States during the 1952 mwn.r months.
Montana State College, Bose*an, Montana. 1952. 7 p.
(lUa.ographed).
Ba3ic Role V. Guidance
Activities involved in Basic Role V are individual student
records, occupational and educational information, counseling and
student placement, arranging schedules, referals, testing and
examinations, foUow-up studies and interviewing for pre-registrat ion.
Guidance involved 2.54 per cent of the vocational agriculture
instructors time in this study. Reference is made here to a
study made by Brimhall )J entitled "An Analysis of the Academic
Achievement of Students Taking Vocational Agriculture" which
indicated that the vocational agriculture curriculum does not
jeopardize a student's chances for success in academic course
work in high school or in college. An explanation for the
greater achievement of the vocational agriculture students might
be the additional guidance and counseling the8e students receive
from their vocational agriculture instructor, for he keeps in
close contact with the student through classroom work and farm
supervision.
Two points tended to emerge from this inibrmation. First,
the vocational agriculture instructors have a better opportunity
to guide and counsel students because of their more intimate
knowledge of the student' a home life and environment as well as
his capabilities.
J
Brimhall, Don S. An Analysis of the Academic Achievement of
Students Taking Vocational Agriculture. Master' s thesis.
Laramie, University of
rondng, 1954. 85 numb, leaves.
Basic 1ø1. VI, the dzdni,tration of the phsisal plant in-
Tables
fl
and X point out on an annual basis the vocational
agriculture instructors in this study devoted 7.05 per cent of their
time to this basic role.
This means 184.92 hours of their time
annually.
Scott J pointed out in his study of the vocational agri-
in that role.
vs
teachers use of time, CoUsge of
W'JWV5
ducsticn1 University of
flh4rois, Urbana, IllInois. 1951. 9 p.
tion Series No. 1). (Mimeographed).
(Agrictural £duca
73.
The intoxation from this thesis study indicates the Oregon in
Thomas LI found in his 391,8 at
stndy of vocational agri-'
Basic &ol, VIII, Professional improvetiamt, ranked fifth, using
inge, conferences, programs, j*ofeadonal reading and study, and
ria*s, dIU3.U5 Y. A *%
OX tflC sr &CtXV3.Zi.5 OX i
teachers of vocational agricu1tme in Alabama. M&st& a
Coraeil University, Ithaca, 1949.
121 nunb. leaves.
conmiunity schools.
J Ei,11-, Herbert M. Agrieu1.turI education
Danvills, U]Jnoia, Interstate, 1949. 487 p.
74
least tio of
he evaluators and in no cases was the other evaluator
over one placement variant from the first two.
Thi8 indicated
that there was complete agreement in the merit rating of 44 çer cent
of the centers and very near agreement cn the merit placement at
the remaining 56 per cent.
The author realized that the merit rating t1th flO specified
criteria or score card lacked objectivity.
Also, that the data as
presented without additional analytical information was not important but it
inlnded to indicate that future studies could
be initiated to study this phase.
The merit rated centers were compared by average hours of
professional tine by the Tan Basic Roles but because of the above
mentioned limitation, the author will not elaborate or attempt
to point out differences.
Other Comparisons !tttepted
An attempt was made to compare centers according to selected
criteria by grouping the centers by those providing the state
average number of 3.8 visits per boy or over and those not providing at least the state average number of visits.
Comparisons
were sunmarized and presented in Table III.
The comparisons indicate that there
tween the two groups.
s a difference be-
The comparison indicates that as the
enrollment increased the number of supervised project visits made
per student decreased.
Also, indicated was as the nuuier of
75
visits per student decreased, there was also a decrease in the size
or quality of the supervised fanaing program and the amount of
time each student spent on the supervised farming program.
3.torOver
Less U*n 3.8
Supervised
Visits
Supervised
Visits
Ntb.r of centers tudied
15
19
Average no. Vo-Ag students per
instructor
39.3
509
Farm boys enroUedpor cent
83.5
73.2
Per cent boy-s completing supervised
projects
77.1
78.3
Average labor incom, per student earned
from farming program
321.43
*37.10
Hours of labor per student applied to
supervised farming program
171.71
151.23
Average no, o.1 supervised visits provided per student annual3
5.04
Per cent of centers having adult
farmer classes
3.3
36.8
53.3
47.2
Comparison Factors
Per cent of instructors having instructional duties other than
vocational agriculture
2.5
76
by those centrs
havin
over 40 students enrolled and those eenters
vin
less than 40 students.
Phr enrollment figwe of 40 stu-
dents was a arbitrary figure selected only for the sake of dividing
those centers for which we had the necessary information.
Table XIII contains a sunry of this comparison.
TABL XIII. CL0L OF V0G&T)NAL AGRICULTUk OT
ROLI2!ET AB0VI FOR1
/ND i3IL0V FORTY
Comparison Factors
HAVING
LWLNTS
Vo'-Ag en-
To-Ag en-
roilment
roilment
wIer_40
over_40
Nutlber of centers
14
10
Average Vo.kg enrollment
45.7
24.8
Per cent of total enrollment that
were farm boys
75.3
71.7
Pe* cent of students completing
supervised farming programs
72.1
73.2
oiiz
Labor income per student
supervised farming program
227.50
200.30
Average hours of labor applied on
supervised farming progran
151.0
101.0
Average supervi&ory project visits
per boy
3.66
4.].
Per cent of centers having adult
farm olasss
Per cent of instructors having
instructional duties other than Vo-Ag
64.3
0
60.0
90
78
tL
'L..
Centers hating adult education
Data on Academic months
16
16
56.7
54.9
226.8
219.7
Data on Academic month.
21
Data on Siumier months
25
53.4
53.0
213.5
211.9
5.6
55.9
22.3
12
15
15
52.9
55.6
Z)9
7
56.5
52.7
226
211
Data on $aer months
Centers not having adult education
Merit rated centers (upper on..4hird)
Data on Academic months
Data on 8tumer months
Mwtt rated centers (middle
Data on 5waer months
Data on Academic monthø
Data on 8mner months
223.8
one'4hird)
Data on Academic months
Usrit rated centers (lower
1.3
223
on.4hird)
U
Adult education has received considerable attention during the
past few years.
Ther. is reason to believe that additional research
is needed to determine what the objectives should be and how they
can be accomplished.
$i.m1r to the adult faraer program, is the young farmer prc..
gram.
The study indicated Oregon instructors had done very little
with the young farmer program. Prior to planning and activating a
79
program, .ver' effort should be made to study the needs, to es
tablish instructional objectives, and to detennine policies and
practices to accomplish those objectives.
This will necessitate
additional research.
The quality of supervised taxis visits should also cone under
additional research to determine the effectiveness and emphasis in
that area.
The development of objectives end means for accomplishing
those objectives would be the purpos, of the additional research.
It appeared to the author that additional research was also
needed on each of the ten basic roles to determine the relative 1m
Additional research needs to be instigated to determine if there
is & correlation between hours spent by basic role and the jrogram
emphasis attached to that basic role.
The data procured was primarily fron two sources
One, trod
the questionaire sent to the selected 27 centers covering the aca'
demic months.
Secondly, the sumner monthly report forms for the
mer months of 1954, were analysed.
The data was gathered tar both study period. on the basis of
the Ten Basic Roles as established by this study.
Of the 52 academic
period questionaire forms sent 37 (71.2 per cent) were completed and
V
pared to average nianber of vocational agriculture students, per cent
of farm bcia constituting the enro1i'ent, per cent of total ewoUu
ment completing projects and other selected criteria as indicated in
Table V.
The groups indicated marked sinilaritiea.
The data indicated that the vocational agriculture instructors
in Oregon averaged 34.63 working hours each week.
The data also
indicated that fewer hours each week was *rked during the sumner
months than during the winter or academic period.
The etu4 portrev.d that vocational agriculture instructors
in Oregon had a Lull tine load at the present tine.
He spends
2621.90 hours of professional tine annually, however for a13. practical
purposes this is 2622 hours.
This means 218.5 hours per month.
This, also, means that approwiinte1y halt of the instructors are
spending more hours toward their profession than this average figure.
8O
IThen we compare this to the normal Lull time work year of
hours as established by the United States Department of Labor, we
flnd the Oregon instructors put in, an an aYerag., 538 hours ot
over4ine jjiufly.
Linked with this, we find the complete YO
cational agriculture program, as defined earlier to mean meeting
the educational needs of the high school studets, young farmers
and adult farmers, difficult to find in actuality.
'ro date, only noderate enphaaia has been placed an adult farmer
education and supervised farming vidte to high school stwents,
young farmers and adult farmers.
tamed through this study,
According to the information oh-
ery little emphasis was being placed
on the young farm' program in Oregon.
82
1.
3rinhaU, Don S.
2.
Cliii,, H. W. Use of tima by Arizona teachers of vocational
agriculture during a typical suimz&er v'eek-1952. Uni.
vezzity of Arizona, Tucson, Ari*ona. 1952. 1 unnumb.
An analysis of the acadenic achievement C!
students taking vocational egrtoulture. Master' a thesis,
Laramie, University of Vyoming, 1954. 8.5 numb, leaves.
lave.
(Mineographed).
3.
Cook, Glen D. Kai1book on teaching vocational agriculture.
5th ed. Danvills, Illinois, Interstate, 1947. 812 p.
4.
D'oe, George P.
Supervised faming in vocational agriculture.
Darivil].., Illinois, Interstate, 1963.
.502 p.
5.
Erickson, and Glenn . Smith. Organization and adMstration
of guidance services. New Lor'k, McGraw"fl.iU, 1947. 254 p.
6.
Pagan, Dick V. The sunaer program of work of vocational agri.'.
culture instructors. Master's thesis. 8ozeman, Montana
State College, 1952. 85 numb, leaves.
7.
Proehlich, Clifford P. Guidanc. services in smaller schools.
New Tork, MeGraw.41iU, 1950. 352 p.
8.
Hasnlin, Herbert M.
Agricultural education in coiminznity schools.
48? p.
Danvillo, Illinois, Interstate, 1949.
9.
Renlin, Herert U. Citizen's comnittees in the public schools.
Danville, Illinois, Interstate, 1952. 306 p.
10. Harencnde, Carsie, and W. H. Tabb.
Torn' faming program.
174 p.
Ldngton, Kentucky, Trafton, 1945.
11. Humpherys, L. K. Training teachers to do fara and shop jobs.
Agriculture J4ucation Magazine 18*113. December 1945.
12.
13.
Knuti, Leo L. Use of tine by Montana teachers of vocational
agriculture during the 1951"52 school year. Montana
State College, Baseman, Montana. 1952. 4 p. (Mimeographed)
Knuti, Leo L. Use of tin. by teachers oC vocational agriculture
in eight Western States during the 1952 eminer nonths.
Montana State College1 Bosenan, Montana. 1952. 7 p.
(Mimeographed).
14.
Knuti, Leo L. Use of time by vocational agriculture teacher,
in seven Western tatee during acadenis school year.
Montana State College, Boa*nan, Montana. 1953. 5 p.
(Mimeographed).
H. P. Swesrq. Teacher load. agriculture
Mucation, Michigan State Univeretty, aat Lansing,
Michigan. 1955. 10 uzummb. leaves. (Mimeographed).
15. Lsngdon, err, a
16.
Lee, Allen. Time devoted to professional duties by teachers of
vocational agricultur, in Oregon. Oregon, State Department
of duoation, Division of Vocational du.cation, Salon,
1955. 7 unnumb. leaves. (Mimeographed).
17.
Successful practices in adult farmer education.
Phippa, Lloyd J
Danvifle, IlLinois, Interstate, 1954. 327 p.
18.
Purkey, 0. 1%.
19.
Ross, L A
20.
21.
22.
How Ohio teachers of vocational agriculture spread
their professional time, Ohio State Department of 4ucation, Division of Vocational gducation, Columbus, Ohio.
1951. 7 p. (Mimeographed).
Practical vocational guidance for farm youth.
Agriculture i4nnation Magasine 11:136. 1939.
A study of IlLinois vocational agriculture
Scott, Marshall J
teachers use of time. College of ducation, University
of Illinois, Urbana, Illinois. 1951. 9 p. (Agricultural
gducation Series No. 1). (Mimeographed).
Sweany, Paul H. Us, of time by teachers of agriculture in
Michigan, Michigan State College, 1ast Lansing, Michigan.
1945. 48 p. (Mimeographed).
Thomas, Julius F. A study of the suser activities of Negro
teachers of vocational agriculture in Alabama. Master' a
thesis, Cornell University, Ithaca, 1949. 121 numb.
leaves.
23.
Tolbert, Ralph Harmon. The use of professional time by
teachers of vocational agriculture in Georgia. Ph.D.
thesis. Ohio State University, 1954. 200 numb, leaves.
24.
Turner, Gerald U. A study of the working hours of Vermont
teachers of vocational agriculture. University of
Vermont, Burlington, Vermont. 1953. 92 p. (Mimeographed)
25.
.
U. S. Department of Health, Education and Welter., Vocational
Division. Educational objectives in vocational agr
culture. Ret. ed. Washington, 1955. 14 p. (Monograph
No. 21).
U. 8. Department of Health, Education and Weli'ar'e, Vocational
Djvieion. History of agricultural education of less than
college grade in the United States. WaShington, 2.954.
648 p. (Bulletin No. 22.7, Agricultural Series No. 55).
27.
.
U. S. Office of Educsticn Vocational Division. Adrainistra'.
tion of vocational education. Waahingt.on, 1948. 13.2 p.
(øuuetin No. 1).
Z1.rmsa, Chester L. Us. of professional time by teachers of
vocational agriculture in a group of selected states.
Ohio State University, Colus, Ohio. 1953. 27 p.
(Mimeographed).
8
Yi) iq
1545 Oskies Drive
Junction City, Oregon
June 29, 1953
Dear (Name of instructor
.
As you probably know there has been a lot of work in adjointvtg
states on the analysis of the vocatin&l agrioulture instructors
working hours. Oregon is not unlike Its neighboring states. To
facilitat, such a study, I have undertaken it as a thesis staty.
Lawrence Johnson undertook a two-week m.r analysis period.
This information was very beneficial but certainly not a true
evaluation of the teaching year. This i. where i
study should
help us. It will cover the teaching year as well as the sizft.
Using a systematic means of sampling I found that
o
was one of the units selected. I would like
request
your cooperation. It is my hope that by using the enclosed simpli-
osntç)
fied form, recording time can be out to a m44. ay chance you
should have a practice teacher at your department this year, it can
be arranged to have him record the desired information.
Enclosed you will find a copy of the instructional forms. I
would greatly appreciate your returm of this material if you cannot
assist In the study. Should you volunteer your efforts, I would
appreciate your' close scrutiny of the instructio- forms to see
that you have a complete w4eretsndirtg of proper procedures for'
eempU$ce. Any questions you have will be readily answeted if you
will, drop me a line.
I an truly appreciative of your attention to this matter as I
realise that your schedule is already over-crowded. When this stndy
is complete, I will gladly send you the complete analysis should
you desire the results.
Professionally yours,
Roland A. Hendricks
(To-Ag Instructor)
The rnaeroua and various jobs of a vocational agriculture
Right or irrong,
instructor hav, been 1ed into Ten Basic Role..
this method should certainly reduce the recording tine in our study.
On page 4, 5, and 6 you will find an enuneration of the Ten
Basic Roles of a vocational agriculture instructor. 8hould you
find a discrepancy please write inmediately for a clarification
of the matter. However, all of your activities should fit under
one of these ten roles.
Record all time that you are on the job in any way. Do not
duplicate tin, entries but record all of the tim.. Make sure that
you enter all time under the correct heading. Refer frequently
to the explanation of the Ten Basic Roles.
Record your name, your vocational agriculture department, and
the school' a address. Then record the courses you teach other than
vocational agriculture. Also, enter the month this record was kept.
When you check this form you will find that for each day of the
month you have a labeled column to compile your time. Compile your
of each daydo not compile this information by the
time at the
week from your menory.
You need not till in any of the total columns unless you so
desire for your owa information. The Sunday colt was added so
you could fill in the tine you work on that day. This do.. not
mean that you should or should not vivrk on Saturday or Sunday.
The apace labeled 0Comnents0 was added to give you a space to
add information that you may feel important.
Upon completion of the entire month, enclose the form and mail
it to me in the firniebed envelope. Al]. proper blanks should be
tilled if this information is to be of value.
Thank you for your courteous and conscientious completion
this month of study.
$inc,rely,
Roland A. Hendricks
of
TLL UTILIZATION STULY
Instructor' 3
Nalde
Courses other then Vcg
D epalt4fler.t
Month
School J.dth'ess
(Start records on the £irt day of each month, record by the day
the ten major read1ns all time in hours or docirnal3 of).
in one
Activities
eek
tun 1on Lrue )ed EL'hur Fri Vat ITotals PZozxnents
suilding iqud ;tent
vemer_
inunity
Learning
C3ordination
____________
Daily Totals
Daily Average
TIME UTILIZATION STUDY
Week
Activities
FFA Activities
Administration of
Professional uni!
Daily Totals
Daily Average
AGICtJLTUE INSTJWCTOR'$ BASIC ROLES
I.
Classroom activities (VIA and shop not to be included)
1.
2.
3.
4.
Classroom instruction.
Field trips, tours, project visits on 3chool time.
Preparation of instructional materials,
Planning and programing classroom instruction.
IL Shop activities
1.
2.
Instructional time of shop WOrke
Supervision of shop projects.
3.
Preparation of shop instruction.
4.
Procuring training aids and shop instructional supplies.
IlL OUt'Of-.schOOl (etclu4s IFA outof-eshool time).
1.
2.
3,
4.
Supervision of high school students projects.
Project tours.
ducationsl tours.
&ecreational tours (ncn'-UA).
93.
Out-of-school
III.
IV.
5.
6.
Preparation, revision of out-of-echoc]. courses of study.
leachIng young farmer and adult farmer groups.
7.
8.
Conduct out-of-school classes and meetings.
Supervisory visits to adult or young farmers.
FTh activities
1.
2.
3.
4.
5'
6.
7.
1.
2.
3.
4.
5.
6.
VI.
(continued)
(includes school and out-of-school time)
School time meetings, initiations, projects, and program..
EPA educational tours and trips.
PEA conferences, msetirg s, and conventions.
fl?J1 ffl5 livestock and crop programs, chains and .M
awards.
EPA public relations programs such as radio programs.
Sumaer PEA trips and activities.
EVA Lair attendance end judging.
Individual student inventories and anecdotal records.
Occupational and educational information.
Counseling and student placement.
Arranging, scheduling referral., testing nd e,caainations.
Follow-up studies of former students.
Interviewing for pre-z.gtatration.
Athiiixdatraticn of physical plant
1.
2.
3.
4.
5.
6.
TaId.ng inventories of equipment, supplies and materials.
Ordering supplies and equipnent.
Figuring vocational agriculture budgets.
Care and maintenance cC building, equipment end tools.
Remodeling and planning new builditigs.
Vocational agriculture department correspondence.
Public relations
VII.
1.
News articles and publications.
2.
5.
6.
Public meeting., activities and organisationa.
Correspondence.
Programs, speeches, radio appearances and preparations.
Public exhit.ts end displays.
World.ng with your principal, superintendent and school board.
7.
being of assistance in cunity and county agriculture
3
4.
picture.
92
Professional improvement
VIII.
1.
Training COUL-ase and special Sndid4ua3. improvement.
2.
Vocational agriculture t eaeher a conference.
3.
4.
5.
6.
7.
8wener school attendance.
In-service training.
Professional meetings, conferences and programs.
Professional reading and study.
Vacation-personsl rehabilitation.
U. Living and learning ccwiity.
1.
2.
3.
4.
I.
Coemunity studies and surveys.
KnowinE coemunity leaders.
provesent planning.
Taking part in c''v'ity
Representing agriculture tZwough non-agriculture
orgln(setiona.
Sducaticn and agriculture cocrdinatian
1.
2.
3.
4.
5.
6.
Assisting in school (non-vo-sg) programs.
Working with other teachers in special school problems.
Working with and confering with your administrator.
Teacher's meetings.
Meetings with other social workers, educational and
agricultural workers.
Time consrtmed in local, state, and national reports.
1545 Oskisa Drive
Junction City, Oregon
January 14, 1954
Vocational Agriculture Instructor
liigh School
Mwae of)
{lTiwn)
Oregon
Dear _iMae ot Instructor)
I would like to call your attention to * thesis etwiy torn on
vocations], agricultur, instructor's time utilization. Because at
th. importance of this study, the absence of your completed form
was 'very noticeable. Being employed in the same occupation, I
realize how aar it is to consider this material as "just another
report that miii. never be used". This, however, is not th. case.
Bettor utilization of my time and the "good lord willing", this
material will be collected, analysised and atsmnarized by June.
Because theses are difficult at beat and because sq tin, too,
is Ujited, the prompt subeitta]. of your completed form would be
appreciated. I am sure failure to submit waS merely an oversight.
In anyecaee, this form is al no value unless kept from day to
not kept
day and of a high degree of acouraoy. if your report
from day to day, I would appreciate a notation on the report. A1.1
materials sill be confidential.
It you do not desire to assist in this study please feel free
to refuse. Also, should you have criticise of this or other
studies, I would greatly appreciate am suggestions, criticisms,
or consents. Perhaps these criticisms can accomplish more than
original objective.
My sincere thanks for' your time and eftorts.
8incez'ely yours,
Itoland A Hendricks
(Va-Ag Instructor)
94
1545 Oaklea Drive
junction City, Oregon
January 14, 1954
Vocational gricu1ture Instructor
High chool
(name o)
Oregon
(Town)
Dear
(Instructoj._,
I would like to take this opportunity to extend my sincere
If
thanks to you Lor your assistance in my thesis study.
Vocational Agriculture can be bolstered or aided in anywa as a
result of this stuJy (and these are ni fondest hoea) the credit
be1ons to instructors iike yourself, tho take time out of al
ready overburdened schedules to uncomplainingly LIII out
"another forni".
Your assistance has meant a great deal to meand I hope
to agriculture and to teaching. The latter, will depend on
how well I do my job of ana].ysia. !one-the..1ess from the
profesional improvement standpoint, we need more ;ten in our
field as diligent as you.
I reiain sincerely yours,
1o1and A. Hadricks
(Vocational igrieulture
Instructor)
APP3Dfl B
95
STATE BOARD OF ELUCATION
STATE DIVISION OF VOCATIONAL AGRICULTW
Salem, Oregon
AGRICULTURE TEACHER'S MONTHI
REPORT
(Due in Supervisor' a Office not later than 5th of succeeding months)
School___________________________ Address
Month
Year
Date of mailing report
Total number of students enrolled
Number of project v'isits_
Number of students with projects
Miles traveled for school_
Days on Vacation
Outstanding Farm Project Activities for Month
(Might include obtaining livestock and seed, project sales, pest
control, preparation for fairs, project difficulties and improvement, building construction, etc. This report may include infor
xnation on two or three boys or on the group as a
F.F.A. Activities
(Report number of monthly meetings, banquets, tours, prizes,
contests, programs, and other activities. This
so that it can be used for publication).
should be worded
96
(AGRICuLTUIttL TMCHE'S MONTHLY REFOiT CONTINUED)
Adult Farmer of Young Farmer
chool
Subject
Remarks, Needs, and Suggestions:
This report is en accurate statemit of the vocational work
done by me during the month indicated above.
SIGNED
(Teacher of Agriculture)
I have read this report containing a statement of the work
the teacher of vocational agriculture, and I hereby approve it.
SIQED
(Principal)
of
State Hoard of
ducation
DIVIOLN OF VOTIQNAL !)UC.TION
alem, Oregon
Summer Agriculture Inructors Lonthly n.eport
June, July arid August
School
Month
Distribution of Instructors Tine
w 4 v
ii
Project iipervision
Contacting
Prospective Students
v i .
-
it
ther High
school Activities
onfererices with
other Services
Followup OutofSchool
Class Members
>reparation for Fairs
Conduct Project Tours
Tudging Contests
Meeting with
Advisory Council
Attending
uimner Trios
Connunit Meetings
arid Activities
Locating Live.3tock
and Seeds
ornmunity Service
.F.A. Meetings
Supervising School Farm
and Eguipnent
riting news and
Feature articles
adio and Community
DePartment Improvement
Proams
Maintenance of ciuijinent
Ordering supplies and
eauiiierit
Making Inventories
Organizing and revising
Teacher Plans
Securing and Preparing
Instructional Material
Establishing Filing Systns
arid Permanent ftecords
Number
of Miles Traveled
State Conference
$umrner School
'acatiori
rogram planning
_and
reports
onfering with
Administration
)ther
Number of Projects Supervised__
(Agriculture Instructor)
98
State Board of ducation
.flON
DRT.T CF VOTIONAL
Salem, Oregon
Senestor Reports for Jocatiozl grioulture Departments
Date 19_-19_
Seneater
School
Addrsa
District No.
County
Principal
Superintendent
Name of School Board Methere (Chairman first)
School Clerk
Address
Vo. !. Instructor
Address
Type of
Date of Present ContractFrom
Monthiy Salary
Mileage Rate
Certiticate ____________
to
Yearly Allowance for
Annual Salary 4_____ Mileage
Flat rate
Other
Girls
Total enrollment in High School: Boys
No. students enrolled Ag. Classes
9th
12th
10th
Total
11th
List of school activities for which Vocational Agricultural teacher
is responsible:
Budget approved for vocational ag. department expenses.
Do not include travel allowance for project supervision arid FFA
activities.
Imuprovemuent of
department. Include permanent equipment,
changes in facilities, books, etc., since last report
(STATE DLP! iT J'T .ii ;mF.
'L:T. C0NTINU)
time schedules approved under the State Plan
is acceptable for reimbursement:
Any one of the minimum
Plan A. Two Consecutive 60-minute periods of instruction, 5 days per
week, for one year; arid on 6inute period of instruction,
5 days per week for the other years.
ilan B. Two consecutive LC-minute pericUs of instruction, 2 days per
week, and one 60-minute period,
class, each year.
3
days per week, for each
Plan C. Two consocutive 45-minute periods of instruction per day, 5
days per week, for each class, each year.
5 days per week, for
each class each year, provided that there is in operation a
program of systematic group instruction for out-of-school
young faxners aria adult farmers for not less than a total of
72 clock-hours during the year.
Plan . Thirty clock-hours of scheduled class instruction in agriculture
during each school month for each class.
Plan D. Sixty rrJnutes of instruction per day,
Plan
will be useci during the
Dai3.y Class chedule
school year.
State Department 01' Education
DIVISIL
OF VOCATXON1L
UCATI
Salem, Oregon
FiNAL SUM1LARIZJD RROJLCT ROT
for year ending December 31, 1954
Date
Local School Boards of JAuction cooperating with the Jtate Board of ±4ucation are required
under the State Plan to subnit an annual report showing the summary of t ho supervied 1' armirg
program of each student enrcUe in vocational agriculture.
Signed
1.
No
3,
No
Agricultural Instructor
Signod
School Administrator
of students enrolled in i'ocationa]. agriculture during 1953-54 school year
2. No. of farm boys enrolled ____ No of non-f am boys enrolled
-.
of girls enrolled _____ No. of 70-ag students graduated in 1953-54 school year
4.
No. of students drojped during the 1953-54 school year
5' No. of students with farming programs _____ No. of students completing farming prograus
6,
No
of students placed on farms for cperience in 1ie of fanning programs
7. No. of students enrolled who had no supervised farming program
8
Statue of graduates and drop-outs during 1953-54 school year:
a. 14o. engaged in farming ____ b. No. engaged in work related to agriculture
engaged in non-agricultural york _____ e. No. in military service -. f.
g. o. deceased ____ h. No. whereabouts unknown
.
c. No.
o. in college_
-
PThANTtL SIWARY CW flMPT.ifl
No
-
Name of
Student
-
Production itprjae
Name of Scope Units
Total Produced
EnterAcres Tons,
prise
Head, Bu., lbs
EtC.
Etc.
PMRPWTS1S
Student. &iterprise
Incce
Totel
Income
Totel
Net
Eic-
prise
pens.
Inccsie
Ent-
Other upervise4 Practice
Stu
den
Placement
Hr . Improve- Sulefor farm
merit
ment
Lab r
Practice Practic 3 1cperi-
0
1-J
i2
Merit Rating of Centers
(Please rate the following departments as to top one-third;
middle one-third; or lower one-third in regard to the over-all
vocational agriculture program). Merely check the parenthesis
box as indicated by the sample.
TiWLL
TOP
INSTRUCTOR
Fir Grove
Joe Smith (Sample)
Adrian
Albany
Amity
Aurora
Baker
Banks
HenryReuter
allae Caidwoll
Delane Fry
Elvan Pitney
Lyman Patton
Van. McClusky
Boardtnan
Honald Bla&
Coos Bay
Cottage (rove
Culver
Eddyville
Elgin
Forest Grove
Gervais
Grants lass
John Stewart
R.T. right
Leroy Pu.11iain
Charles McGee
Arthur Ferguson
Grant Scott
AiRingo
Harrisburg
Heppner
W.S. Carpenter
d Grigga
William Fuller
James Allen
Heriniston
Knle Tellefson
Hilleboro
Hood Hiver
Independence
La Grands
Madras
J.B. Thomas
(uentin bowman
Alvin Leach
Claiton Wills
Eruce McWhorter
Leno Christenson
Malin
McMinnville
Milton
Molalla
JiniConroy
Paul Patrick
Walden Wedin
Olsen Hess
Myrtle k'oint
Arnold Hi].debrandt
Newberg
Nyasa
Howard sennett
Dwight Wyckoff
Halbay
J effer'son
Q$-ThIRD
4i.-ThTIi1)
LQ1R.
UI-THIRD
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103
(Merit Rating of Centers continued)
TOP
OTk1W
C14TER
Ontario
Lan Jones
Orgon Ctty
Therlow Leach
Fendleton
Prineville
Rainier
Roeeburg
Saln.
Sandy
Scappose
clay Ballance
John Vosaen
ScJ.o
Shedd
Siletz
Tillamook
Turner
Union
Vale
West Linn
Woodburn
Win. Cunning
Homer Grow
m. McKinnoy
Harold Babcock
Louis Oester
Richard Buckivic
(
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MIDDLE
ONE1TB.IIW
(
ONEThIRD
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Van. Richardson
(
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Welcome Rumbaugh
(
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Robert Helinick
Harold Dutt,on
Donald Steward
Craig Jessup
Alvin Pfahl
A]. Schalock
(