An analysis of Tennessee's 1980-81 in-service education programs based on the perceptions of public school teachers and administrators

The research design was organized to provide a group comparision on measured variables. A sample of schools was selected and teachers (T), building level administrators (BLA), and central office administrators (COA) associated with that school were surveyed. The questionnaires were mailed to the identified sample and yielded information on the various components of the ISE process. Follow-up procedures were used to increase the number of respondents and collect information on a sample of non-respondents. The researcher analyzed the data with non-parametric statistics for significant differences (frequency counts and chi-square) using the Statistical Package for the Social Sciences.

The major findings of the research were that teachers, building level administrators and central office administrators perceived current and desirable ISE programs significantly different. Administrators, especially central office administrators, perceived the programs as more successful than teachers and are more personally satisfied. Comparisons among the groups yielded differences most often between central office administrators and teachers. Also, overall, the groups rated 33 of 43 process variables higher on desirability than occurrence. The five process variables identified by previous research studies as associated with successful programs were not rated as occurring frequently by any group. Subgroups who rated their programs as successful did not rate the success variables as occurring frequently.

Based on these findings, it appears that the main recipients of current ISE programs (T) are not satisfied nor do they perceive the programs as successful, which agrees with other national research studies on ISE. A significant discrepancy exists among the groups as to the current concept of ISE and what it should be. All groups would prefer to use a wider range of ISE variables and the variables, identified as previously associated with successful national programs, did not occur frequently in Tennessee ISE programs.