{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/74654"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/74654","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The relation of home economics teachers' professional identification and personal characteristics to job satisfaction","abstract":"The purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations.","abstract_html":"The purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations.","abstract_has_math":false,"creators":["Stealey, Patricia T."],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Vocational and Technical Education","degree_department":"Vocational and Technical Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Dewald-Link, Margaret R."],"committee_members":["Enderlein, Maxine A.","Lewis, Mary Ann","Humphreyville, Theresa R.","Poplin, Patricia"],"year":1982,"date_issued":"1982","date_published":"1982","updated_at":"2026-07-22T22:20:40Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/74654","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Dewald-Link, Margaret R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Enderlein, Maxine A.","Lewis, Mary Ann","Humphreyville, Theresa R.","Poplin, Patricia"]},{"key":"dc:contributor.department","label":"Department","values":["Vocational and Technical Education"]},{"key":"dc:creator","label":"Author","values":["Stealey, Patricia T."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-01-30T21:23:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-30T21:23:30Z"]},{"key":"dc:date.issued","label":"Date","values":["1982"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Vocational and Technical Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The relation of home economics teachers' professional identification and personal characteristics to job satisfaction"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Dewald-Link, Margaret R."],"dc:contributor.committeemember":["Enderlein, Maxine A.","Lewis, Mary Ann","Humphreyville, Theresa R.","Poplin, Patricia"],"dc:contributor.department":["Vocational and Technical Education"],"dc:creator":["Stealey, Patricia T."],"dc:date.accessioned":["2017-01-30T21:23:30Z"],"dc:date.available":["2017-01-30T21:23:30Z"],"dc:date.issued":["1982"],"dc:description.abstract":["The purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. 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