A status study and critical analysis of present and future program goals for industrial arts in the state of Nebraska

This study was conducted to describe the present status and the desired future of the industrial arts programs in the public schools in the State of Nebraska. Information concerning program goals was obtained from a descriptive survey sample of industrial arts teachers, secondary school principals, school board presidents, and industrial arts teacher educators. Two dimensions were examined: the importance of 23 program goal statements as perceived in the present industrial arts program, and the importance of the same goal statements as perceived for the industrial arts program in the future. A variety of analyses were conducted to determine if differences existed concerning the importance of program goals due to: (a) position (teacher, teacher educator, principal, school board president), (b) level (junior high, senior high), (c) school size relative to enrollment (small, large), (d) teachers\u27 personal characteristics (membership in professional organizations, teaching experience, educational attainment, age, source of bachelors and masters degree, teaching load, teacher certification status), and (e) perspective (present, future). Analysis of variance on program goal ratings suggested that teachers, teacher educators, principals, and school board presidents rated program goals significantly different. Teachers and principals in the junior high schools were in general agreement on goal ratings, while their colleagues in the senior high schools were not. Similarly, teachers and principals of small schools agreed less often on program goal ratings than did those of large schools. In general, teachers\u27 personal characteristics made significant differences on program goal ratings. When tested for difference in perspective, teachers, principals, and school board presidents tended to rate program goals significantly different for future programs than they did for present programs. Teacher educators perceived fewer differences in program goals in the future when compared to the present, but did however, tend to rate contemporary program goals of more importance than the status quo traditional program goals. Significant differences existed among those representing the educational community concerning the desired future of industrial arts programs. These differences were generally concerned with high ratings of current goals by industrial arts teachers and the desire by principals, school board presidents, and teacher educators to move toward more contemporary goals for industrial arts. (Abstract shortened with permission of author.