The professionalization of teachers: The first step toward the restructuring of vocational education

The purpose of the study was to address the issues regarding professionalization of teachers in regional vocational-technical schools in southeastern Massachusetts. Professionalization was defined as the degree to which teachers participate in organizational decisions. The study was intended to determine the perceptions of vocational teachers, academic teachers, and administrators toward professionalization. The extent to which teachers in eight regional vocational-technical high schools were empowered was also explored. A review of the literature was incorporated into the design of the study. A survey was conducted at the eight schools. Five hundred two teachers and administrators responded (86 percent). The questionnaire measured six dimensions which included: horizontal and vertical communication, teaching behavior, leadership, centralization of influence, empowerment, and satisfaction. The findings indicate that there are many differences between the three groups with regard to the role of teachers in school decisions. Administrators tended to overestimate teacher influence. They rated nine of the fourteen areas higher than teachers. Vocational and academic teacher ratings were similar in nine of fourteen dimensions and categories. Vocational teachers rated four areas higher including teaching behavior and willingness. There is evidence of professionalization in the eight schools. Empowered schools show evidence of strong administrative influence, facilitative leadership, vertical communication and satisfied respondents