Abstract
Within a conceptual framework of factors influenc ing time use, this study examined how career teachers would allocate extra work time, if available. The survey sample of 893 teachers had received teaching certificates from the University of Michigan from 1946 through 1976. Multiple group discriminant analysis was used to determine if groups of teachers preferring different time allocations could be distinguished by personal, environ mental, and role factors. Four distinct groups of teach ers preferring instructional tasks, student counseling, parent counseling, or committee activities, respectively, were identifiable in a modestly successful prediction model. Teachers selected professional time uses congru ent with their perceived skills and attitudes toward pro fessional success. Implication for practice, particularly regarding work assignments and incentive systems, are presented.
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