DOCUMENT RESUME ED 166 163 SP 013 787 AUTHOR Freeman, Donald J.; And Others TITLE Survey of M.S.U. Graduates of Five Student Teaching Programs: Trends and Long-Range Outcomes of Student Teaching Programs Suggested by a Survey of Michigan State University Graduates and Their Supervisors. INSTITUTION Michigan State Univ., East Lansing. Coll. cf Education. PUB DATE Jan 79 NOTE 142p. EDRS PRICE MF-$0.83 HC-$7.35 Plus Postage. DESCRIPTORS Beginning Teachers; College Graduates; *College Supervisors; *Comparative Analysis; Followup Studies; *Graduate Surveys; Preservice Education; *Program Effectiveness; Questionnaires; Statistical Analysis; Student Teaching; *Teacher Employment; *Teacher Programs ABSTF ACT This report summarizes responses to an 84-item survey completed by 536 of 994 randomly selected graduates of Michigan State University. The sample includes graduates of five teacher preparation programs (regular, cluster, and overseas student teaching, elementary intern, and competency-based four enrollment periods. The report also reviews respOnses to a 43-item questionnaire completed by 236 of the 269 supervisors identified by active teachers in the sample. The most significant findings include:(1) There has been a slight decline in the percent of graduates who secure teaching positions;' (2) There has ileen a dramatic increase in t:Ie number who enter the profession as substitutes, paraprofessionals, or part-time teachers;(3) There are no significant differences among programs on any of the five subscales embedded within the surveys -- self - ratings of performance, --s-uvervi-tor-ratings of performance, supervisor ratings of commitment -to teaching, graduate ratings of the contribution of student teaching to skill development, and general satisfaction with student teaching; (4) The turnover rate is highest among young, untenured teachers; (5) There are significant program differences on several specific items that focus on employment histories, attitudes, or personal characteristics; and (6) graduates are generally satisfied with the student teaching experience and view the opportunity to teach at more than one grade level or subject area as its most valuable subcomponent. An appendix provides examples of questionnaires, and a bibliography is also included.(Author/DS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SURVEY OF M.S.U. GRADUATES OF ,:oVE STUDENT TEACHING PROGRAMS DONALD J. FREEMAN BANKS T BRADLEY TINA BORNSTEIN. -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY Bdfik, eral7 TO THE EDUCATIONALRESOURCES INFORMATION CENTER IERICI AND USERS OF THE ERIC SYSTEM IY U S DEPORTMENT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED ExAC Ti vAS RECERED FROM THE PERSON OW OP6AN.ZAT,ON ATINC, IT POINTS vlf lw OR OPN STATED DO NI01 NF( P,SaalL. PF,'LE SENT OF' NA TONA, :NIST,cti /), EDU( Al ,C)N POy,,ON OP PO. ti Ri AND ro:;(.- itA:dd S 11,1rD1,1i; EPtdt.AM,, SUO;ESTED RI A ',11RVEY OF MICHPAN sTArr YNIVERS1TY 61LM/LATES ANO THEIR SUPERVISORS Donald A. Freeman Banks T. Rradlev T1(1.1 Bur,,Stein Michigan StAIc HniVersity Collvre LitEducation Division 01Student Teaching and Professional Development January, 1979 1.11 report ofreNearch dippolted by t'ic Division of Student Teaching ListProle,Nional Lint Dovlpmnt, C.Iloge 01 Education, Michigan State University. tJ Al t ra. t This report summarizes r,:spunse to nn h4 item survey completed by 536 of 994 (54%) randomly selected graduate: of Mc:higaa State University. The sample includes graduates oflive teachtr preparation programs (regular, cluster, and overseas student teaching; flemecUT, Intern and competency- based) from four enrollment periods (1969-70, 5971-72,1974-75, and 1975-76). The report also reviews responses to a 41 item questionnaire completed by 23b of the 269 (88Z) supervisors identitied by active teachers in the sample. The results are summarized in a series of:2 tathles. The most significant findings include: (I) There has been a slight decline in the percent ofgraduates who secure teaching positions. (2) There has been a dramatic increase in the number who enter the profession as substitutes, paraprofessionals, or part-time teachers. (3) The turnover rate is highest among young, untenured teachers. (4) There are no significant differences among programs on any of the five subscales embedded within the surveys: self-ratings of performance, supervisor ratings of performance, supervisor ratings of commitment to teaching, graduate ratings of the contribution of student teaching to skill development, and general satisfaction with student teaching. (5) There are significant program differences on several specific items which focus on employment histories, attitudes, or personal characteristics. (6) Graduates are generally satisfied with the student teaching experience and view the opportunity to teach at more than one grade level or subject area as its most valuable sub-tnnaonent. These and other significant findings gave rise to four general recommendations. ii IA.ILL 01 1:LINTEN1 1. OVERVIEW OF THE STUDY . ... ............ 1 General Goals The Five Teacher Preparation Programs 2 Development of Questionnaire 4 Selection of the Sample 5 Data Analysis 6 Assumptions and Limitations of the Study Footnotes (Section I) II. REVIEW OF RELATED LITEFATURE ...... .... 9 Introduction 9 Uraduate Evaluations of Traiimg Programs 10 Miscellaneous Rclated Readings . ....... 14 Footnotes (Section /I) 18 III. AN ANALYSIS OF RESULTS 20 Employment Histories 20 Percent of Individuals Who Secure a Teaching Position 20 Type of Positions Initially Secured 22 Variation in Type of Position by Programs amd Years 23 Fate of Individuals Who Do Not Secure a Teaching Position 25 Percent Who Are Still Teaching 19 Stated Reasons for Leaving the Profession 10 Supervisor Ratings of Hiring Potential and Degree of Preparation 14' Measures of Classroom Performance and General Attitudes Toward Student Teaching 33 Introduction 31 Subscale Reliabilities 33 Computation of Scores on Each Sobscale 35 Differences in Mean Scores on the Five Subscales by Years and Programs 36 An Analysis of Individual Items 43 General Attitudes Toward Student Teaching 44 Measures of Classroom Performance 46 General_ Analysis of the Impact of Student Teaching on Professional Development 48 General Contribution of Student Teaching 49 Relationship Between Type of School Assigned to During Student Teaching and Initial Employment 51 Perceived Value of Various Instructional Characteristics of Student Teaching Experience 54 iii FAHLF taK t f NTS(, oht ) Perc:eivca Int luen, n rt Key odividuals in the Student Teaching Experience Timing of De.cisilln to Enter the Profession Si Graduate Enrollment Patterns Perceived Importance olVarious Generic Teaching Skills hi Intercorrelatiuns Between Student Teaching Repotts and Other Ratings of Classroom Performance An Analysis of "General Comments" h5 Introduction I., Program Ditterencis hfi 71 Suggestions for Improving the Teacher Edu,atiou Curriculum - The Job. Market 72 The Study Itselt 72 IV. SUMMARY AND CENERAL RECOMMENDATIONS 11 Introduction 71 Employment Histories 75 Significant Differences in Program Outcomes 77 Attitudes Toward Characteristic Features of ttie Student Teaching Experience Hl General Recommendations Sh V. BIBLIOGRAPHY Nq VI. AFTENDICES 92 iDescriptions of the Sampling Procedure 92 11. Supplementary Analyses 96 ( C. Examples "General Comments" Provided by Graduates I and Their Supervisors 105 D. Cover Letters Sent to Participants 112 E. The Graduate and Supervisor Questionnaires 120 F. in Items Which Should be Included the Next ',rvew 1 if 1 F-11 OF Ct/: TABLVS Table 1: Percent of Graduates Who F.ecurea a Teaching Position Following. Gradoation 21 Table 2: Initial Position Secured by Those Entering the Profession - 21 Table 1: Per,ent of illose 1-altering the Prolession Who Were Initially Underemployed (Substitutes, Paraprofessionals or Part-time Classroom Teachers) 24 lable 4: Descriptive Characteristics of Individuals Who Did Not Sc . tare a Teaching Position Following Graduation 27 Table 5: Percent of Those Entering the Profession Who Still Hold a Teaching Position 29 Table. 6: Descriptive Characteristics of These Who Have Left the Teaching Position 10 Table 1: Supervisor Ratings of Hiring Potential and Thoroughness of Preparation Received by Graduate,. of Each Program 32 Table 8: Intercorielations Among the Five Subscoles 34 Table 9: Results of Analysis of Variance Tests of Subscale Scores 38 Table '10: Results of an ANOVA lest of ,Supervisors' Global Ratings of Graduate Campetence and Commitment to Teaching 43 -Table 11: Significant Differences on Selected Items of the "General Satisfaction with Student Teaching" Subscale 45 Table 12: Significant Differences on Selected Items of the "Contribution of Student Teaching to Skill Development" Subscale 47 Table 13: Ratings of the Relative Influence of Various General Sources on One's Performance as a Classroom Teacher 50 Table 14: Relations Between School in Which One Student Teaches and School in Which One Is Initially Employed 52 Table 15: Relative Value of Selected Aspects of the Student Teaching Experience 55 Table 16: The Influence of Key Individuals in Student Teaching on One's Performance as a Classroom Teacher 56 Table 17: Time at Which students Make.a Firm Decision to Seeka Teaching