Date of Award

1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Human Resource Education and Workforce Development

First Advisor

Joe W. Kotrlik

Abstract

This study (1) described secondary business educators on demographic variables; (2) described the self-directed learning level of business educators according to the OCLI and Bartlett-Kotrlik Inventory of Self-Learning; (3) determined if relationships existed between learning levels and selected variables; (4) developed a graphic model to explain the relationships of self-directed learning level; (5) determined if demographic variables can be used to explain variance in self-directed learning level; (6) determined if demographic variables can be used to explain variance in self-directed learning level; and (7) determined if the perceived importance of learning resources can be used to explain variance in self-directed learning level. Most Pennsylvania business educators were female, married, caucasian, tenured and experienced in the classroom. Business teachers are moderately-strong self-directed learners according to the Bartlett-Kotrlik Inventory of Self-Learning and higher than average according to the Oddi Continuing Learning Inventory. The grand mean of the self-learning resources was identified as important to learning on the job and was the only demographic variable that explained variance in self-directed learning levels. The learning resource experimentation, media (audio, T.V., video tapes), preparing to teach, consultation, and electronic media explain variance in self-directed learning level. Developing business teachers' abilities to be self-directed learners within pre- and in-service teacher education programs, and placing teachers within a supportive environment results in self-directed workplace learners. Teacher educators should integrate self-directed learning within the curriculum.

ISBN

9780599474291

Pages

219

DOI

10.31390/gradschool_disstheses.6973

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