A comparison of the attitudes of university vocational teacher education department chairs and postsecondary deans of instruction toward tech-prep programs

Technical-preparation education programs (tech-prep) are now in the forefront of vocational education with a legislative emphasis focused on the development and implementation of tech-prep education programs. This focus has been initiated without a solid research base and without a thorough investigation into the implications of the tech-prep movement. The purpose of this study were to generate and compare the perceptions and attitudes toward tech-prep. The population for this national survey consisted of vocational teacher education department chairs whose institutions were members of the University Council for Vocational Education, or met the criteria for membership, and deans of instruction who were members of the National Council for Occupational Education. A total of 170 survey instruments were sent: 138 to the postsecondary institutions and 32 to the universities involved in the study. The overall response rate for the study was 87.6 percent. An analysis of three issue areas of tech-prep education, administrative, curriculum, and philosophy, was conducted using a t-test. Administrative issues involved an examination of tech-prep programs from a management viewpoint including financial, enrollment, and facility concerns. Curriculum issues involved concerns about the development and implementation of tech-prep as a course of study, and philosophical issues examined beliefs about the objectives, affects, and outcomes of tech-prep programs. There was a significant difference (p $\u3c$.05) in attitudes of the two respondent groups in the administrative and curriculum categories. Significant differences (p $\u3c$.01) were found for three items within the administrative category and five items within the curriculum category. Although there were areas of disagreement, both the university and postsecondary respondents agreed that tech-prep programs should be implemented. Advantages included: preparation of students for jobs for the future, articulation program benefits, career path options, and meeting students\u27 needs. Disadvantages were: inflexible career tracking of students, limited acceptance of tech-prep, turfdom, costs, and difficulties of implementation