Abstract
The purpose of the study was to explore the problems experienced by first year Regional Occupational Program Teachers. The study focused on the experiences of teachers who had no previous training in education or experience in teaching. Regional Occupational Programs (ROPs) are public education programs which provide vocational training to high school students and adults. A survey of the teachers and supervisors was completed. In addition, teachers of the methods classes were surveyed relative to the content of the methods classes. A comparison of the teachers' responses and supervisors' responses was made using t-tests. In addition, two one way analysis of variance tests were conducted to develop an analysis of relative severity of problems. Finally, the teachers' responses were compared with the reports of the methods courses curriculum to ascertain the applicability of the methods courses to first year problems of teachers. The surveys were distributed to all ROPs which had new teachers who fit into the population. The questionnaire utilized a five-point Likert Scale. It focused on instructional problems and relationship problems encountered by first year teachers. The following reflect the major findings of the study. (1) There were major differences between the reports of teachers and supervisors concerning the problems. (2) Supervisors rated the problems as more severe than did the teachers. (3) The teachers did not rate any problems as more than of minor severity using the Likert Scale. (4) Beginning ROP teachers experienced the same problems as beginning K-12 teachers; however, they experienced them at a less severe level. They particularly experienced much less concern about student control. (5) The Phase-One instruction did address many of the concerns of the first year teachers. The primary recommendations were as follows. (1) Individual ROPs and state ROP Associations should assess the problems of first year teachers and disseminate the information to all ROPs. (2) Individual ROPs should encourage beginning teachers to enroll in Phase-One classes during their first year. (3) More aggressive pre-service training should be undertaken with first year teachers. (4) Additional study is needed to accurately assess the problems and needs of beginning teachers in ROPs. (Abstract shortened with permission of author.).