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0 DOCUMENT RESUME ED 124 535 SP, 010 146 AUTHOR Reed, Rodney O. TITLE Characteristics of Teachers; A Survey Tool for Policy Making. A Descriptive Study in Liberia. INSTITUTICN California Univ., Berkeley. Program in International .Education Finance. SPONS'AGENCY Agency for International Development (Dept. of State), Washington, D.C. PUB DATE Oct 75 GRANT AID-211-d NOTE 216p.; Pages 191 and 192 may reproduce poorly, due to typesize oT original EDRS PRICE MF-$0.63 HC-$11.37 Plus Postage. DESCRIPTORS Demography; Developing Nations; *Educational Assessment; Educatipnal Development; Educational Planning; Educational Policy; FOreign Countries; National Programs; National Surveys; *Policy Formation; *School Systems; Secondary Schdol Teachers; Social Planning; Teacher Attitudes; Teacher Background;'*Teacher Characteristics; Teaching Conditions `IEENTIFIERS *Liberia ABSTRACT This study examines the usefulness of survey instruments policy making in Liberia, a developing country. The chapter, "Liberia,oan Overview," summarizes available background information about:Liberian education and introduces the complex issues facing educational planners. "Procedures,"discussSs the general procedures followed in implementing the study, sample procedures, data collection and analysis, and the limitations of the study. "Demographic TeachsrCharacteristics," documents personal- 'characteristics and parental backgrounds of Liberian teachers. "Teacher Educational and Experiental Backgrounds," examines the educational and experiential backgrounds of senior high school teachers. "Teacher Opinions and Perceptions" discusses teacher career choice, job satisfaction, career aspirations, general school climate, role behavior, teacher evaluation, and the changes desired in the schools. It is stated that the findings provide some insight into aspects of schocl practice and operation that should beexamined closely as efforts are made to attract, select, and retain the caliber of teachers necessary to meet individual acid national educational goals. Many tables illustrating the collected data are given. A copy of the questionnaire, list of schools in the final sample, list of occupations in Liberia, and tables of data on teacher time allocation,are covered in the _appendixes. (OK) Documents acquired by ERIC de many informal unpublished materials not available from other sources ERIC makes every effort to obtain the bestkopy available. Nevertheless, items of marginal reproducibility areoftere'encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS) EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that canbe made from the original. U S DEPARTMENT OF HEALTH, EDUCATION& WELFARE NATIONAL...INSTITUTE OF CHARACTERISTICS OF TEACHERS; EDUCATION THIS DOCUMENT HAS BEEN REPRO- A SURVEY TOOL FOR POLICY MAKING. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIDIN A TIND TP0iNTS OF VIEW OR OPINIONSL A DESCRIPTIVE STUDY IN LIBERIA STATED 00 NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EOUCATrON POSITION OR POLICY Rodney J. Reed University of California, Berkley October, 1975 This study ,was funded by the Program in InternationalEducation \\:.) Finance, University of California, Berkeley. The Program in International Education Finance is supported by a 211-d grantfrom the Agency for International Development (A.I.D.). The inforMation and conclusions'in this paper are solelythe author's own: they do not necessarily reflect the views of AID. ro TABLE OF CONTENTS ix t ACKNOWLEDGEMENTS LIST OF TABLES iv PREFACE vii Chapter 1 I. INTRODUCTION. General Background and Purpose II. LIBERIA: AN OVERVIEW Introduction General Characteristics of Liberia Educational System Overview of Secondary Education Summary 40 III. PROCEDURES N Introduction, Implementing the Study Sampling Data Collection and Analysis Limitations Summary IV. DEMOGRAPHIC TEACHER.CHARACTERISTICS 60 Introduction Personal Characteristics:Age, sex, birthplace, nationality, length of time in Liberia for expatriate, urban -rura] background, Liberian languages,spoken Parental Background: Education of father and mother, occupation of father and [Other Summary 90 V. TEACHER EDUCATIONAL AND EXPERIENTIALBACKGROUND Introduction Educational Background: highest level of education completed, type schools in which educationcompleted, country in which education completed ii Experiential Background: number years teaching experience, length of teaching in presentschool, teaching specialties, school subjects currently taught, grades currently taught Summary VI. TEACHER OPINIONS AND PERCEPTIONS 119 SP Introduction Career Choice: why decision made to teach, when decision made, external influence onchoice Job Satisfaction: desire to continue teaching in current school, desire to continueteaching, in another school . School Climate: respect for decisions of principal, teacher assistance to other teachers Role Behavior: time spent engaged in selected role activities Perceived needs for Improvement: factors necessary to improve teaching Teacher:Evaluation of Ability Desired.,Changes in the Schools. Summary k VII.. CONCLUDING REMARKS 163 A-1 APPENDIX A Qustionnaire Cover Letter Newspaper Announcement of Site Visits List of Schools in Final Sample List of Occupations in Liberia APPENDIX B B-1 Tables for Selected Teacher Role Activities APPENDIX C C-1 Questionnaire BIBLIOGRAPHY 176 iii LIST OF TABLES 1. Education Statistics for Liberia, 1972: Number of Teachers by Qualification, Type and Level of School 31 2. Distribution of Senior High Schools with Instruction' throagh Grade 12 by County and Type 48 3..! Distribution of. Sample Schools by Type andCounty 50 4. Distribution of Schools from which Usable Teacher Responses were Obtained by County andType 51 5. Distributi.on of Usable Teacher Responses' by School Type and County 54 6. Age of Teachers by School Type 62 7. Sex of Teachers by School Type 64 8. Birthplace of Teachers by School Type 65 9. Nationality of Expatriate Teachers by School Type 67 10. Length of Time Expatriateeachprs Have Lived in Liberia by School Type 68 11. Type of Area in Which Teachers Grew Up by School Type 71 12. Number of Liberian Languages/Dialects Spoken by Teachers by School Type 73 13. Liberian Languages or Dialects Spoken by Teachers by School Type 75 14. Highest Level of Education Completed by Father of Teacher by School Type 78 15. Highest Level of Education Completed by Mother of Teacher by School Type 81 16. Occupation of Father of Teachers by School Type 84 17. Occ6pation of Mother of Teachers by School Type. 86 iv 5 Highest Level 18. Teacher Educational Background: 91 of Education Completedby School Type Education 19. Type of School Where Most Elementary Was Received by Teachersby School Type 94. Education 20. Type of School Where Most Secondary Was Received by Teachers bySchool Type ,95 21. Type of College /Univer -sity WhereMost Undergraduate Training Was Received, by Teachersby School Type - $7 Type of College /University WereMost Graduate 22. 98 Training Was Received byTeachers by School Type Was Received by 23. Country Where Elementary Education 100 School Type Education Was Received 24. Counpsy, Where Secondary School 101 by School Type Undergraduate EducAion 25. Country Where College/University 102 Was Received by SchoolType Country Where College/UniversityGraduate Education 26. 104 Was Received by School Type Experience by School Type 105 27. Number of Years Teaching in Current School 28. Number Years Teaching Experience by Schnol Type 107 Specialties of 29. Number of Teaching/Subject Matter Teachers by School Type 109 Matter Teaching 30. Frequency Distribution of Subject Specialties by School Type 111 Teachers 31. Subjects Currently Taught by 112 by School Type Taught by Teachers 32. Number of Subjects Currently by School Type 114 Teachers by School Type 116 33. Grades Currently Taught by Become a Teacher by 121 34. Why Decision Was Made to School Type Becoming a Teacher by 35. Most Important Reason for 123 School Type Teacher by 36. When Decision Made to Become a 124 School Type 44. .14. 37. Persons Most Influential in Helpingto Make Decision 126 to Becomea Teacher by Schooi Type Teachers' Desire to Continue Teachingin Present School 38. 128 by School' Type Teachers' DesilPe to Teachin Another School by 39. 128 School Type 40. Teacher Perception of Whether OtherTeachers Like 130 Teaching in Present School by SchoolType Teachers Desire to Become a SchoolPrincipal in the 41. 132 Future by School Type 42. Teachers Desire to Work in the Ministry ofEducation in 132 a Position Higher ThanTeacher by School Type 43. Teachers Desire to Obtain a Higher PayingPosition Outside 134 Field of Education by School Type 44. Teacher Perception of Whether OtherTeachers Respect the , 136 Decisions of the School Principal bySchool Type 45. Teacher Perception of the Number ofTeachers Who Help . '138 Other Teachers to Improve Teaching bySchool Type . 46. Teacher Report of Factors that Would HelpThem Improve 147 Their Teaching by School Type Important Factor That Would 47. Teacher Report of the One Most Help Improve Their Teaching by SchoolType 149 Relation to Other Teachers 48. Teacher Evaluation of Ability in 151 by School Type Desired Changes of Teachers in CurrentSchool Context by 49. 155 School Type 7 vi 0 ;.1 0 .., q. PREFACE This study examines the usefulness pf survey instruments iii . policy making. Here Professor Reed deals with educational
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