Tennessee's technology educator's, administrator's and guidance counselor's perceived characteristics of technology education

Technology education cannot be implemented effectively until key school decision makers have appropriate information upon which to base current and future decisions. This study examines technology education's perceived program characteristics among technology educators, administrators, and guidance counselors in Tennessee middle and high schools.

Using responses from the Characteristics of Technology Education Survey, a comparative analysis was formulated from the respondents' perceptions to test null hypotheses one, two, and three. A one-way mixed model analysis (ANOVA) was used to test null hypotheses four, five, six, and seven. Tukey's HSD test of significant F was utilized to determine where significant differences existed.

Administrators and technology educators slightly disagreed on their perceived instructional content characteristics of technology education. Guidance counselors and technology educators differed on their perceived characteristics regarding the need to integrate technology education with other subjects. Technology education being offered to all students regardless of educational ability, pursued academic path, or post-secondary goals was supported with highest agreement among all respondents.