FOR THE past fifteen years, since WorldWar E, the problem of finding competent, well qualified teaching personnel has grown increasingly acute. There have been many suggestions offered, and many plans tried. Perhaps the most widely used of these, is the granting of provisional certification to people who do not meet educational requirements as established by the S ta te Education Department of the State of New York. This study represents an effort to determine whether the provisionally certified elementary school teacher in the first, second and third year of classroom experience is as successful as the permanently certified elementary schoolteacher in the same years. It could serve as a gauge to meas ure the value of provisional certification and its place in our school systems. The teachers studied were from one hundred and twenty elementary schools in the State of New York. Of these one hundred and twenty elementary schools, sixty-four elementary schools were from residential areas, thirty-four elementary schools were from agricultural areas, twenty-two elemen tary schools were from industrial areas. Two hun dred and forty teachers who were in their first, second and third years of classroom experience participated in the study. The two hundred and forty teachers were comprised of the following: f or ty provisionally certified elementary school teachers and forty permanently certified elementary school teachers were in the first year, forty provisionally certified elementary school teachers and forty per manently certified elementary school teachers were in the second year, and forty provisionally certified elementary school teachers and forty permanently * 7 Locust Road certified elementary school teachers were in the third year. The study used the questionnaire-inquiry tech nique. Sixty statements providing a basis for ratings from poor to superior were included in this instru ment grouped under the following seven major areas considered important to teacher effectiveness: hu man relations, preparation, planning and manage ment, subject matter, instruction, parent-teacher relations, pupil-teacher relations and evaluation. The elementary school principals in participating schools rated one provisionally certified elementary school teacher and one permanently certified ele mentary school teacher on a one-to-one basis. The data were analyzed with respect to four variables, namely: (a) total population of more or less than 5000 in villages, towns and cities from which the questionnaire was returned, (b) the num ber of years, either more or less than seven years, of administrative experience of the rater completing the questionnaire, (c) the number of years, either one, two or three, of teaching experience of the teachers being evaluated, and (d) the type of license, either provisional or permanent, the teacher held. The statistical design of this investigation m a y be described as 2x2x3x2 complex factorial design in which correlation for one variable was present. Some of the more significant conclusions and recommendations derived from an analysis and in terpretation of the data are summarized.
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