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• E3 Hutchinson, John Caldv/ell, 1909-
1952 The vocational in terests and job
•118 satisfaction of women elementary
teachers.
vi,119p. tables,form s.
Thesis (Ph.D.) - IJ.Y.U., School of
Education, 1952.
Bibliography: p .101-108,
D568
Shell List
Xerox University Microfilms, Ann Arbor, Michigan 48106
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.
•~?£>
Thesis accepted
.... MAR 31 1952
Sponsoring Committeei Professor Alonzo F. J^rers,
Professor Clara S. Platt and Associate
Professor Milton Schwebel
THE VOCATIONAL INTERESTS AND JOB SATISFACTION
OF WOMEN ELEMENTARY TEACHERS
JOHN C. HUTCHINSON JR.
Submitted in partial fulfillment of the
requirements for the degree of Doctor of
Philosophy in the School of Education of
New York University
1952
PLEASE NOTE:
Some pages may have
indistinct print.
Filmed as received.
University Microfilms, A Xerox Education Company
Acknowledgement s
The sound and helpful advice of Dr. Alonzo F. Myers, Dr. Clara
Skiles Platt and Dr. Milton Schwebel have been indispensable in the
planning and execution of this study.
Without the kind cooperation of the hundreds of teachers who
responded to my invitation to participate, this research could not
have been undertaken. The time and energy they spent in completing
blanks and in talking freely with the writer represent contributions
for which he will ever remain grateful.
For their interest and assistance in validating the Teaching
Satisfaction Scale, the investigator wishes to acknowledge his debt
to the five principals and the ninety teachers in the selected
elementary schools where an essential preliminary study was
conducted.
Dr. Eugene. G. Wilkins, President of the New Jersey State
Teachers College at Newark, gave generously of his time and counsel
throughout all stages of the work. Dr. Alton D. O'Brien, Dean of
the college, was most helpful in assisting in the securing of the
data.
The patient and valuable assistance in statistical operations
of Mr. John W. Dickey and Dr. Edgar P. Virene is appreciated. Dr.
C-eorge Hayward of the East Orange Public Schools made several
helpful suggestions in our conversations.
Among my fellow-workers at the Newark State Teachers College,
Dr. Marion Shea, Dr. Lenore Vaughn-Eames, Mrs. Marjorie Barrows
and Mr. James E. Downes assisted in the preparation of the letters
to the teachers. Miss Anna Balling, Miss Vera Minkin, Mrs. Marie
Murray and Miss Alice Spatola gave generously of their time in
helping to complete the file of alumnae. The Misses Nancy Thompson
and Minnie Lipson ably met the writer*s bibliographical and library
needs. Mrs. Tina Bellofatto was his instructor in the use of the
calculating machine. Mrs. Mary Salvadori gave invaluable assistance
in numerous ways. The day-by-day advice and encouragement of these
and other fellow-workers were always helpful.
Students at the Newark State Teachers College also shared
their time and their skills with the investigator. Herbert Sachs
*51 and Frank Vogt *52 printed envelopes and cards. Members of the
Class of 1953 very substantially aided in getting out the original
mailing. Numerous students helped to locate graduates whose
addresses were needed. Miss Louise De Bartolomeis *5U typed the
final manuscript.
ii
D 56 8
For both their good will and forbearance throughout the duration
of his studies and research the writer will remember his family.
Many people have helped, but only the investigator is responsible
for the outcomes.
J. C. H.
iii
Table of Contents
List of Tables ............................................................................... v
I. Problem: The Morale of Emergency-trained Teachers ... 1
II. Shortage: The Supply of Elementary Teachers ................. 7
III. Setting: The Need for the Investigation.......................... 18
IV. Procedures: The Tests and the Teachers............................ 31
V. Comparisons: The Data Treated and Analyzed ................... 52
VI. Conclusions: The Findings Summarized and Interpreted 82
Bibliography ................................................................................... 101
Appendix
A. Statistical formulas used in investigation .. 110
B. Master table of vocational interest and
teaching satisfaction mean scores ..................... Ill
C. List of colleges from which the emergency-
trained teachers were graduated.......................... 112
D. Sample letters and postcards used in mailings 113
E. Teaching Satisfaction Scale and instruction
sheet used in five schools for validation
operation....................................................................... 116
F. Teaching Satisfaction Scale sent to all
participants ................................................................. 118
G. Strong's Vocational Interest Blank for Women
(Revised), Form W, sent to all participants . 119
iv
List of Tables
I. Estimates of Elementary and Secondary Teacher Needs,
1951-60, U. S. A., All Public Schools ................................ 9
II. Proportion of Emergency Elementary Teachers, North
Central Area, by Years .............................................................. 18
III. Correlations between Self-E6timates in Teaching
Satisfaction and Teacher-Ratings, in Five Schools .... 38
IV. Average Crude Satisfaction Scores of the Three Most
Satisfied Teachers and the Three Least Satisfied
Teachers, by Schools .................................................................. 39
V. Correlations between Self-Estimates of Job
Satisfaction by the Same Teachers, with Six-Month
Interval between Tests, by Schools ...................................... U0
VI. Mailings and Returns, by Groups ............................................ U6
VII. Vocational Interest and Teaching Satisfaction Mean
Scores, Four Groups of Regulars and Emergencies,
Based on Date of Receipt of Blanks..................................... 1*9
VIII. Number and Percentage Distribution of Superintendents'
Ratings of Emergency Teachers, by Groups ......................... 51
IX. Distribution of Strong Letter Ratings, by Per Cent,
for Criterion and Regular Elementary Teachers ............... 5U
X. Distribution of Strong Ratings, by Number and by
Per Cent, for Regular and Emergency Teachers ................. 58
XI. Vocational Interest Mean Scores and Standard
Deviations for Regular and Emergency Teachers,
by Years of Experience .............................................................. 60
XII. Distribution of Strong Ratings, by Number and by
Per Cent, for Regular and Emergency Teachers, on
the Basis of Years of Experience .......................................... 63
XIII. Teaching Satisfaction Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Years of Experience .................................................................... 65
XIV. Vocational Interest Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Grade Level Taught ....................................................................... 67
v
List of Tables (continued)
XV. Distribution of Strong Letter Ratings, by Per Cent,
for Regular and Emergency Teachers, by Grade Level
Taught ............................................... 68
XVI. Vocational Interest Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Class Size Taught ....................................................................... 69
XVII. Distribution of Strong Letter Ratings, by Per Cent,
for Regular and Emergency Teachers, by Class Size
Taught ........................................................................................... 70
XVIII. Vocational Interest Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Size of School District .......................................................... 71
XIX. Distribution of Strong Letter Ratings, by Per Cent,
for Regular and Emergency Teachers, by Size of
School District ........................................................................... 72
XX. Teaching Satisfaction Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Grade Level Taught ................................................................... 75
XXI. Teaching Satisfaction Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Class Size Taught ....................................................................... 76
XXII. Teaching Satisfaction Mean Scores and Standard
Deviations for Regular and Emergency Teachers, by
Size of School District ........................................................... 77
XXIII. Distribution of Strong Ratings, by Number and by
Per Cent, for Secondary-Trained and Liberal Arts
Emergency Teachers ..................................................................... 79
XXIV. Vocational Interest Mean Scores and Standard
Deviations for Secondary-Trained and Liberal Arts
Emergency Teachers, by Years of Experience .................. 80
XXV. Teaching Satisfaction Mean Scores and Standard
Deviations for Secondary-Trained and Liberal Arts
Emergency Teachers, by Years of Experience .................. 80
XXVI. Master Table of Vocational Interest and Teaching
Satisfaction Mean Scores for Regular and Emergency
Teachers, and by Years of Experience, by1 Grade Level,
by Class Size, by Size of School District and by Age 111
vi
CHAPTER I
PROBLEM! THE MORALE OF EMERGENCY-TRAINED TEACHERS
The purpose of the investigation being reported is to compare the
vocational interests and the job satisfaction of women elementary sohool
teachers of three different training groups: one, the four-year gradu
ates of the New Jersey State Teachers College at Newark, with a major in
elementary education; two, the graduates of other teachers colleges, with
a major in a secondary field (such as English or social studies), but
with additional emergency courses in elementary education taken at the
Newark State Teachers College; and, three, the liberal arts college
graduates who have been provisionally trained in Summer Session and part-
time courses in elementary education at the Newark State Teachers College.
The second group was actually retrained, whereas practically all of the
third group got its initial professional training within the program of
courses. Although of distinct backgrounds, these two groups make up the
supply of emergency, college-graduate elementary teachers. Their elemen
tary education courses were taken under similar conditions, and they were
commonly found in the same classes, in a plan very much like those later
established in New York, Connecticut and other scattered states.
In the course of developing this research, it is the intention of
the investigator to answer the following questions:
1) Do the young women who choose to be elementary teachers before
entering college, and who train in four-year programs specifically
