VIEWS OF POST-SECONDARY INSTRUCTORS AND THEIR EMPLOYERS ON THE IMPORTANCE OF PRE-SERVICE TEACHER TRAINING

Beverly Fleet
George J. Haché
Memorial University of Newfoundland

Introduction

The positive effects of outstanding curriculum, excellent administration and management, and above average students may not be realized if the classroom instructor does not provide the learners with quality instruction; quality learning may not occur (Hansen, 1993). Teacher preparation has long been viewed as a vital component in the teaching-learning continuum in all educational endeavors, including post-secondary education. Indeed, those teachers who are seen as having a clear understanding of the teaching-learning process themselves are better equipped to improve the process. The literature that describes the relationship that exists between teaching and student performance for post-secondary education was reviewed by Walker, Gregson, and Frantz (1996). They indicated the existence of broad agreement that student performance was closely linked to the quality of teaching and "the quality of teaching will not improve without dramatic improvement in teacher education" (p.19). Such findings have not been unnoticed by representatives in the Newfoundland and Labrador Department of Education who reported curriculum delivery as an essential component of a high quality education program (Government of Newfoundland and Labrador, 1998, p.89).

Background

Newfoundland and Labrador post-secondary instructor certification differs from that required for elementary and secondary school teachers. Typically, post-secondary instructors are selected because they have acquired expert status in any number of technical fields. They tend to be recruited directly from training schools, colleges and universities or from business and industry, largely because they had been employed in any of the many programs that are reflected by offerings in the Province's post-secondary schools. Where the former group, K-12 teachers, have been typically drawn to the profession with a host of post-secondary academic courses and acquire teaching skill in a post-baccalaureate teacher training program, the latter group - technical trades persons- are recruited to teach technical content in post-secondary programs offered in colleges, and their technical skill is viewed as the mainstay requirement for employment as a technical instructor. For many of these post-secondary instructors, unlike their K-12 counterparts, teacher preparation is more likely to occur after they have been engaged in employment in teaching and this is the source of a problem. Indeed, Meikle (1991) observed, with amazement, that unlike K-12 school teachers, training of college instructors is often not seen as compulsory (cited in Griffiths, 1993).

While it is generally necessary that college instructors possess sufficient knowledge and skill in a technical area, it is also considered advantageous that they are also aware of, and can use, methods that utilize the elements of the effective teaching-learning processes to better relay their technical expertise (Osgood and York, 1992). To better understand the needs of such instructors, preliminary interviews were conducted with beginning college instructors. These interviews quickly provided evidence that a fair degree of frustration existed regarding their perceived lack of knowledge regarding appropriate use of instructional techniques and expressions that they needed instructional orientation before entering the classroom. Instructors stated that they found it difficult to complete the required courses that were available to them in teacher training, while they themselves were struggling, preparing and teaching lessons for their students, particularly during their initial period of employment as instructors. Difficulties in accessing teacher training was also evident for those instructors who resided in an area where courses were not easily accessible. The preliminary interviews indicated that for some instructors, teacher education requirements were "forced" upon them by their employer who attempted to comply with the Provincial Policy Document #6 (Government of Newfoundland and Labrador, 1989). Most indicated that a large gap in time existed between starting teacher employment and obtaining teacher preparation courses.

Statement of the Problem and Design of the Study

The problem that this study sought to investigate was the view of two groups of individuals, instructors and their employers, regarding the importance of pre-service teacher training for post-secondary instructors prior to the commencement of teaching.

A sample of instructors and college administrators who were involved in post-secondary college instruction was drawn using a systematic sampling from four geographical sectors: east, central, west, and north. This was done to insure that both rural and urban instructor and administrator views were represented in the data. They were provided with a survey instrument designed to yield data on the types of training they believed would be most beneficial as the expansion of post-secondary education continued in the Province. The two groups that comprised the sample from which data were collected were as follows:

1. instructors: those who had been teaching in the post-secondary education sector for five years or less; and
2. employers: those who had jurisdiction over the hiring of instructors in both public and private colleges.

These two groups were chosen since they had first hand knowledge of the needs and difficulties associated with pre-service preparation of teachers in the post-secondary system. Essentially, they would have knowledge of their professional teaching preparation relative to what is needed, or is perceived as important in preservice training of post-secondary instructor. Also, they were considered the groups most likely to have had a forceful opinion regarding the requirements for effective delivery of pre-service needs of new instructors in the post-secondary education sector.

Delimitations of the Study

In a study of those institutions that employed post-secondary instructors, it was decided to exclude Memorial University of Newfoundland. This decision was made because "all instructors hired to teach university courses and who are approved by Memorial University of Newfoundland are not required to complete the requirements for the Technical and Vocational Instructor's Certificate" (Government of Newfoundland and Labrador, 1989).

Secondly, it was decided to focus on those instructors who had five years or less teaching experience in the post-secondary education sector because the main focus of the study was to obtain the perspectives of beginning teachers.

Limitations of the Study

Since the questionnaires were administered by each college's administrative personnel, designation of those instructors who had, or did not have, pre-service training was viewed as a potential limitation. As well, the political climate at the time of the survey may have affected the outcome of this study. At the time the survey data were being collected, Dr. Phil Warren, commissioned by the Provincial Government, conducted a review of legislation and registration governing private colleges. These potential limitations were addressed with the use of an optional provision for a telephone interview beyond the mail-out survey.

Methods Used in this Study

A total of 26 colleges, which included 116 instructors and 18 employers, participated in the study. The population of this study was all 1152 post-secondary instructors in Newfoundland and Labrador (Government of Newfoundland and Labrador, 1998, p. 89), this included both public and private college instructors, along with the population of all 83 private college employers and public college campus/site administrators (Government of Newfoundland and Labrador, 1998, p. 3) who had overseen the hiring of those instructors.

A geographical cluster method was used to select the sample surveyed from the above population. It started with a clustering of the population in the four geographical sectors of the Province. From these clusters 20 percent of the population of those involved in teaching in a college was drawn, both from the instructor and employer populations. A sample of 235 instructors was drawn in the following manner in all four geographical sectors of the Province:

• East(Avalon / Bonavista / Burin Peninsulas) sector had a sample size of 58 percent (n=135);
• Central(Gander to Grand Falls-Windsor) sector a size of 22 percent (n=51);
• West(Corner Brook to Port aux Basques) sector a size of 13 percent (n=34) and
• North (Northern Peninsula and Labrador) sector a size of 7 percent (n=15).

For the employer survey, it was decided that each college that was randomly selected using the process described above would also receive an employer survey. The resulting sample of employers, which totaled 31, corresponded to a sample size of approximately 37 percent of the total population (n=83) of employers and was dispersed across the geographical sectors in the following way:

1. East Sector - 17 employers;
2. Central Sector - 7 employers;
3. West Sector - 4 employers; and
4. North Sector - 3 employers.

The Survey Questionnaire

A questionnaire was the survey instrument. The instructor questionnaire contained a total of 53 items and the employer questionnaire a total of 47. The questionnaires were composed of ten open-ended items, six closed items that elicited demographic information (on the instructor questionnaire only), and a series of 37 items that asked the individual to respond on a five-point Likert-type scale. The 37 items were broken down into nine major sections or areas of teacher training, which had been identified through the literature review. The nine sections were as follows:

1. Teaching Methods;
2. Use of Instructional Media;
3. Lesson Presentation Skills;
4. Communication Skills;
5. Positive Reinforcement and Motivating Skills;
6. Managing the Learning Environment;
7. Evaluating Student Performance;
8. Questioning Skills and Techniques; and
9. Preparing Evaluation Reports.

Included at the end of the questionnaire was an option for a voluntary follow-up in-depth interview. This last option was included for any needed clarification among participants as well as for use in the event of a poor questionnaire return rate. The personal interviews, however, were in fact never requested by the researcher.

The total return of instructor surveys was 116 (49%) and employer surveys was 18 (58%). This resulted in a combined (instructors and employers) return of 134 (50%) surveys. Statistical Package for Social Sciences (SPSS) version 8.0 for Windows (Norusis, 1998), was used to analyze both the Likert-type items and closed-ended items.

Specifically, Cronbach's Alpha and the chi-square test were used in an effort to see if "non-respondents" would have had an effect on the overall results had they responded. This was applied to the surveys received prior to the deadline and those received after the deadline following prompting and reminders, with the idea that the "late responders" would be similar to "non-responders". The two groups were then cross-tabulated for any significant variations in responses at a significance level of .05. With this procedure it was determined that there were no significant differences in reliability between "on-time responders" and "late responders", and with the exception of one item, item 22, which had a significance level at .05, no significant differences on the chi-square test.

Cronbach's Alpha, the internal reliability statistic, was applied on each of the nine major sections that contained Likert-type items. A reliability coefficient of .70 was chosen to signify internal reliability within the sections. All nine sections produced a reliability coefficient >.70. Following this, the Likert-type items on both the instructor and employer surveys were analyzed by calculating frequency distributions, means, and standard deviations for each response. One-way analysis of variance (ANOVA) and the chi-square test were applied to the two main groups being studied, that is, the instructors and the employers, and the sub-groups and the geographical sectors, to determine if a significant difference existed between the groups and sub-groups. A significance level of .05 was used.

Descriptive statistics (frequencies and means) were generated from items 48 to 53 on the instructor survey. These were then used to compile a profile of the instructor survey respondents.

The data were analyzed using the following independent variables:

1. instructor;
2. employer; and
3. geographical location (east, central, west, or north) of instructors and employers.

The dependent variable for all analyses was the respondents' views regarding the importance of pre-service teacher training for post-secondary instructors.

Findings and Their Implications

There were essentially two main research questions for this study:

1. Are there any differences between the views of instructors and those of employers across the Province with regards to the importance of pre-service teacher training for post-secondary instructors?
2. Are there any differences among the four geographical sectors in the views of both instructors and employers (combined) with regard to the importance of pre-service teacher training for post-secondary instructors?

The data indicated that there were no significant differences between the views of those instructors and employers who participated in the study. Overall, it appeared that both instructors and employers, who reside in the Province and participated in the study, had the view that pre-service teacher training for post-secondary instructors has importance. The means for both groups, instructors and employers, were consistently <2.5, indicating positive views regarding the importance of pre-service teacher training for post-secondary instructors. The implication of this finding was that some type of formal requirement for post-secondary instructors and pre-service teacher training, acquired prior to the commencement of classroom teaching, is viewed as beneficial.

The following are areas of pre-service training viewed to be most important, ranked by means:

1. Lesson Presentation Skills (X=1.76)
2. Evaluating Student Performance (X=1.79)
3. Teaching Methods (X=1.82)
4. Positive Reinforcement and Motivating Skills (X=1.85)
5. Questioning Skills and Techniques (X=1.93)
6. Communication Skills (X=1.98)
7. Managing the Learning Environment (X=1.99)
8. Preparing Evaluation Reports (X=2.18)
9. Use of Instructional Media (X=2.31)

Figure 1. Areas of Pre-service Training and Means

Note that a lower mean indicates higher importance placed on the pre-service training area.

From these findings, it would appear that there is a high level of consensus on the importance of these training areas and that they should be addressed in a pre-service training program for post-secondary instructors. It follows that they should be made a part of core and formal requirements used to obtain entry into the field of post-secondary instruction.

There was a significant difference, however, in the views of instructors and employers (combined) from the different geographical sectors towards pre-service teacher training for post-secondary instructors. The west sector instructors and employers generally placed less importance on pre-service teacher training than their counterparts in the east, central and north sectors. The five areas of pre-service training where a significant difference was found are as follows:

1. Teaching Methods (p=.019)
2. Lesson Presentation Skills (p=.003)
3. Communication Skills (p=.033)
4. Managing the Learning Environment (p=.013)
5. Evaluating Student Performance (p=.050)

The other four areas of pre-service training, Positive Reinforcement and Motivating Skills, Questioning Skills and Techniques, Preparing Evaluation Reports, and Use of Instructional Media, displayed no significant difference on the variable of geographical location. Figure 2 is a graphical representation of the variations in means for the four geographical sectors in each of the pre-service training areas where a significant difference existed.

Figure 2. Means of Geographical Sectors in Pre-Service Training Areas Where a Significant Difference Existed

Note that a lower mean indicates higher importance placed on the pre-service training area.

In reviewing these findings, the availability of pre-service teacher training was seen as having an effect on the views of participants as a whole. For example, sector differences were seen as attributable to difficulty that teachers have in accessing teacher preparation courses, due to remoteness or other factors that might include less stringent requirements or monitoring for teacher certification.

The research literature indicated that poor quality instruction may be attributed to a lack of teacher preparation (Stone, 1990; Boyer, 1991; Osgood and York, 1992; Tsunoda 1992; Kort, 1992; Davis, 1993; Dallat and Rae, 1993; International Board of Standards for Training, Performance, and Instruction, 1993; Wolverton, 1994; Ashcroft, 1995; and Shannon, Twale, and Moore, 1998). Further review of the data in this study indicated that although 38 instructors (34% of those surveyed) had been teaching for four to five years, 90 instructors (81%) did not have a Newfoundland Technical and Vocational Instructor's Certificate. The implication of these findings is not only that some degree of instability exists regarding the availability and utilization of teacher training and that this is likely to affect the quality of the instruction offered in the colleges, but also that such phenomena are somewhat more evident in particular geographical sectors of the Province.

As a result of this, it would appear that more efforts to promote deliverable teacher preparation courses should be made in the geographical areas where the greatest need is evident. Although Policy Document #6 (Government of Newfoundland and Labrador, 1989) allows instructors to teach for a maximum of four years (three years plus a one year extension with extenuating circumstances and written approval from the Minister of Education) before being required to have this Certificate, it appears that this policy has not been strictly enforced. This also raises questions regarding the overall quality of instruction received by students who attend colleges in which instructors continue to teach in their classrooms without obtaining the required, and in the case of this study, recommended teacher training .

Further analysis indicated that 71 (62%) of the instructors surveyed were not involved in any program of study intended to either upgrade their content knowledge or teacher training. As well, of the 41 instructors who had not had any prior teacher training in the four areas listed on the questionnaire, 19 had still not undergone any teacher training in those four areas since their employment.

Interestingly, the findings that college instructors generally do not participate actively in professional upgrading were consistent with those findings of Boice (1991), Wise (1991), and Berry, Filbeck, Rothstein-Fisch, and Saltman (1991). These reports revealed that the overall attitude of instructors towards teacher training was generally poor, as "most people resist being taught what they already think they know" (Eble, 1983, p. 134).

The data collected in the study led the researcher to conclude that there was consensus over the need for teacher training but that there were inconsistencies in the demographic information collected from the respondents. Their actual take-up on teacher training was now reflected in their views. There were a number of reasons for this seemingly inconsistent pattern, namely access to courses and geographical remoteness. There was also an indication that the view of what constituted quality classroom instruction for Newfoundland and Labrador's post-secondary students was unsettled. It would appear that the term "qualified instructor" was used to denote one who has achieved technical capability with additional competence in teaching, as evident with completion of required teacher training courses. There were few indications of alternative means of obtaining the requisite courses or of attempts to upgrade personal and professional skills in particular specialties.

Conclusions and Recommendations

The conclusions that were drawn from this study and the subsequent recommendations were as follows:

1. Pre-service teacher training for post-secondary instructors has importance. Therefore, it is recommended that instructors obtain formal training in the following core areas, in order of importance, before entering the classroom
   • lesson presentation skills;
   • evaluating student performance;
   • teaching methods;
   • positive reinforcement and motivating skills;
   • questioning skills and techniques;
   • communication skills;
   • managing the learning environment;
   • preparing evaluation reports; and
   • use of instructional media.
2. Research on ways and means of achieving or deploying teacher training of these core areas needs to be conducted, in particular into the ways and means of deploying teacher training to remote areas.
3. Although employers and instructors across the Province view pre-service teacher training for post-secondary instructors as having importance, there existed a significant difference in the views depending upon in which geographical area the instructors and employers resided. The instructors and employers in the west sector generally placed less importance on pre-service teacher training than their counterparts in the east, central and north sectors. It is, therefore, recommended that further research into the reasons why this disparity exists be conducted. As well, research into whether or not there is a difference in the quality of instruction between geographical sectors should be conducted.
4. Even though Policy Document #6 is in place, the majority (81%) of those instructors surveyed were teaching without a Newfoundland Technical and Vocational Instructor's Certificate, some even after the maximum four years had elapsed. It would appear that compliance with Policy Document #6 is not working to the benefit of the post-secondary school system. This is an indication that Policy Document #6 is not adequate to ensure post-secondary instructor qualification since it appears that it is not being enforced and, therefore, not doing what it was set up to do; it is necessary to ensure that post-secondary instructors achieve the teacher training they require. As the general literature has pointed out, and the data from this study supports, post-secondary instructors are neither enthusiastic about, nor actively involved in, obtaining teacher training once they have been employed in the post-secondary system. It is therefore recommended that policy regarding the minimum teacher qualification requirements for entry into the field, prior to entering the classroom, be reviewed.Alternately, and in this regard, it would appear that means to promote voluntary compliance may be beneficial. Perhaps the creation of a professional association, along the lines of the Newfoundland and Labrador Teacher's Association, would be effective in this regard in that it would act as a voice in the regulation of licensing procedures and requirements for post-secondary instructors. Such an association could also have an active role in advising on professional development training needs for post-secondary instructors. It would appear that dialogue regarding voluntary compliance - through the development of a professional association - or enforced compliance - through the Department of Education - is needed in relation to post-secondary education and its educators.
5. Monitoring, at the level of the Department of Education, to gather information on the level of adherence to Policy Document #6 would appear to be desirable. It is therefore recommended that further research into means to ensure adequate monitoring of post-secondary instructors in Newfoundland and Labrador be conducted. As well, research to determine why instructors are not availing themselves of teacher training should be conducted.
6. The majority (62%) of instructors surveyed were not actively taking part in any type of professional training or upgrading, be it teacher training or subject area training. It is therefore recommended that colleges explore the development of in-house professional development programs that include teacher training as well as upgrading in subject matter knowledge. This last recommendation could be implemented most vigorously through collaboration among Memorial University of Newfoundland's Faculty of Education, the Department of Education, and a post-secondary instructor's professional association.

References

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Endnotes

There are a number of ways one can enter the post-secondary system as an instructor in Newfoundland and Labrador. Instructors can have a degree, a diploma, a certificate, or extensive experience in their specialty field. Typically, instructors who hold a certificate or diploma and have six years of training and experience in their field of instruction can obtain the licence to teach (Government of Newfoundland and Labrador, 1996).

Beverly A. Fleet was a graduate student enrolled in the Master of Education Curriculum and Instruction program at Memorial University of Newfoundland.

George J. Haché is an Associate Professor at Memorial University.