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Analysis of Self -Directed Learning in Secondary Business Educators. James Ernest Bartlett II Louisiana State University and Agricultural & Mechanical College

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Analysis of Self -Directed Learning in Secondary Business Educators. James Ernest Bartlett II Louisiana State University and Agricultural & Mechanical College Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1999 Analysis of Self -Directed Learning in Secondary Business Educators. James Ernest Bartlett II Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Bartlett, James Ernest II, "Analysis of Self -Directed Learning in Secondary Business Educators." (1999). LSU Historical Dissertations and Theses. 6973. https://digitalcommons.lsu.edu/gradschool_disstheses/6973 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ANALYSIS OF SELF-DIRECTED LEARNING IN SECONDARY BUSINESS EDUCATORS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The School of Vocational Education by James Emest Bartlett, II B.S., Indiana University of Pennsylvania, 1995 M.ED., Indiana University of Pennsylvania, 1996 August, 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9945700 Copyright 1999 by Bartlett, James Ernest, II All rights reserved. UMI Microform 9945700 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. © Copyright 1999 James E. Bartlett, II All rights reserved ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION This is dedicated to my wife Jennifer, Mom and Dad, and Grandparents iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS Jennifer, I would thank you for being supportive and dedicating so much time to help me complete this degree. Without your patience, support, and excitement to take a challenge and move to Louisiana, this would not have been possible. The amount of time you have given up and the amount of time you have dedicated to assist me on this document and my doctorate has been more help than you will ever realize. I owe you some time now. Mom and Dad, I would like to thank you both for being supportive of my continuation of education. Without your help this would have been a much more stressful process. Dad thank you for all the help with the mailing of the surveys. Mom thank you for always asking what you could do to help us. And most of all, thanks just being yourselves. Dr. Kotrlik, you have provided me with excellent professional mentoring. It has been the most valuable learning I have experienced. I honestly and sincerely feel working with you during the past two years will help my career continue successfully. Your leadership as a professional in higher education has improved my skills and will be the base in my success as a researcher and teacher. I would like to thank you for all the time you have invested in me. I would also like to thank you and Mrs. Kotrlik for those nights you stayed late in the office and the days you dedicated to write manuscripts and work on my dissertation. Dr. Burnett, I would like to thank you for the time you have given me and the sincere help you have provided in my program. The opportunity to publish and discuss research with you is something I have enjoyed. You have provided a research iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. and philosophical base that will help me survive and operate wisely in higher education. Dr. Harrison, thank you for providing me with the wisdom to view ideas in many different manners. Thinking and teaching in different styles has provided opportunities to see things in a different light. I would also like to thank you for the time you took to go through this document thoroughly to help me make it the best it could be. Dr. Verma, I would like to thank you for serving on my committee. I have enjoyed the times I have been able to talk with you and the opportunity you gave to research leadership in higher education. Dr. Downer, thank you for the ideas on this document. I have enjoyed having input from your statistical background. Dr. Redmann, thank you for all of your help, friendship, and encouragement to come LSU. I admire the amount of time and professional leadership you provide the business education profession. Chad and Dell, Jenn and I both appreciate and sincerely thank you for the support you have given us each time we came back down to Louisiana during this last semester. Thanks for being such good friends and being supportive. You don’t realize how much it has helped. Heather, thank you for making Jenn and I both feel welcome to Louisiana and providing ideas for further research. I hope to do research with you in the future. I would also like to thank all my other family and friends who have helped with the completion of this document and completing this degree. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION................................................................................................................ iii ACKNOWLEDGMENTS.................................................................................................iv LIST OF TABLES.............................................................................................................ix LIST OF FIGURES..................................................................................................... xiii ABSTRACT..................................................................................................................... xiv CHAPTER I: INTRODUCTION ................................................................................... 1 Statement of the Problem ........................................................................ 5 Purpose and Objectives of the S tu d y ..................................................... 5 Significance of the Study ........................................................................ 7 Self-directed Learning D efined ............................................................. 8 CHAPTER fi: REVIEW OF LITERATURE............................................................... 10 Emergence of Self-Directed Learning ................................................ 10 Definitions of Self-Direct Learning ..................................................... 12 Variables Related to Self-directed Learning ...................................... 17 Demographic V ariables ........................................................... 17 Personal V ariables .................................................................... 19 Social Variables...........................................................................20 Environmental Variables ......................................................... 21 Methods Used in Self-directed Learning ............................................ 23 Practical Use of Self-directed Learning .............................................. 24 Measurement of Self-Directed Learning Readiness .............................. 27 CHAPTER III: METHODOLOGY.............................................................................. 32 Population and Sample ........................................................................ 32 Instruments ............................................................................................
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