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The Appropriateness Of Selected Inservice Education Programs As Perceived By Seventh-Day Adventist Educators

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Problem. When considering specific instructional areas associated with the performance of teachers, do teachers and administrators in the Seventh-day Adventist (SDA) school system differ in their perceptions regarding the appropriateness of inservice education programs? Procedure. Three sample groups were derived from the population of SDA educators in California. These groups included: administrators at the district level; administrators in elementary and secondary schools; and elementary and secondary teachers. Of the 298 questionnaires distributed, 86.9 percent were returned. Various statistical procedures were used to determine if perceptual differences existed between: administrators and teachers; elementary and secondary teachers; male and female teachers; to determine if years of experience and teachers' perceptions of the appropriateness of inservice programs were related; and to determine if significant differences existed within various teaching subject areas at the secondary level. Findings. Of the 120 possible comparisons that could be made between the perceptions of administrators and teachers as to the value of selected inservice programs, 16 showed significant differences. In each of the 16 comparisons, administrators rated the inservice programs significantly higher than teachers. Though not at significant levels, administrators' ratings were equal to or higher than teachers in 87 other comparisons. Other findings showed some significant differences: between male and female teachers; among various secondary teaching areas; and between elementary and secondary teachers. There was no correlation between years of experience and perceptions. Conclusions. The workshop was generally considered the most preferable by all groups; the greatest numbers of significant differences did not occur between administrators and teachers, but among the various groups of teachers; and, secondary teachers' perceptions varied to a greater degree than did the administrators'. Recommendations. The inservice education of SDA teachers should accentuate the professional responsibilities of teachers; factors to consider in planning inservice are (a) the group to be involved, and (b) teacher needs or problems as they perceive them; expectations of certain supervisory functions should be clarified; and, leadership and expertise of teachers should be encouraged.

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