Olson, Arthur H.

The purpose of this study was to identify and empirically validate a
list of essential teacher competencies for a beginning Health Occupations
teacher in Virginia. Items for the instruments were derived from the
literature. Revised and edited, the items were submitted for validation
to a jury of experts comprised of teacher educators and Health Occupations
teachers, supervisors and practitioners. A condensed list of 116 competencies
was developed for participants to rate as to the time needed by
beginning teachers. An ordinal scale with a range of one to five was
designed to measure the participant•s perception of each item. Instruments
were mailed to all identified beginning Health Occupations teachers
and their supervisors (N=105). There were seventy-nine respondents for
a 75 percent response rate. Some conclusions made based upon the analysis of data were:
1. Teachers and administrators agree that there are competencies determined
essential by the first week, first month and first three
months of teaching.
2. Essential professional teaching competencies can be ranked by the
period of time they are needed in the classroom.
3. Teachers determined 112 competencies to be essential in the first
three months of teaching; administrators determined ninety-eight
competencies.
4. Teachers perceived that all program planning and clinical teaching
competencies are essential in the first month of teaching.

The purpose of this study was to examine the relationship between the personality measurements of college students according to the Myers-Briggs Type Indicator (MBTI) and the Personal Profile System (PPS). Both instruments were administered to 265 students in two community colleges and two universities in Central and South Florida. A frequency distribution was computed for the respondents according to MBTI type and according to PPS scale. Each individual PPS scale was analyzed against the four separate MPTI dimensions, and against the sixteen MBTI types. A chi-square, a lambda (asymmetric), and an uncertainty coefficient (asymmetric) statistical test were employed in the analysis of the data. The .05 level of significance was used in testing the hypotheses. The following conclusions were based on the analysis of data: (1) In every case the chi-square test indicated that a statistically significant relationship existed between the measurements of the two instruments. (2) Both the lambda and the uncertainty coefficient tests indicated that knowledge of a person's measurement on one test improved the ability to predict the person's measurement on the other test. (3) Each Myers-Briggs type related to a specific Personal Profile System scale over 60% of the time, and six of the sixteen MBTI types matched with a particular PPS scale over 90% of the time. (4) The high correlation of similar measurements of the two tests tends to reinforce the validity of both instruments. (5) Since the scales and dimensions of the two instruments did not correlate consistently in all measurements, the tests themselves cannot be used interchangeably. In summary, this study provided data which indicated that a statistically significant relationship exists between the measurements of the Myers-Briggs Type Indicator and the Personal Profile System, as noted within the limitations of the study. Possibilities for future research were outlined.