Comparing the job-skill requirements and self-fulfillment for a group of future teachers

It is clear from the data in table 1 that the communication age has different requirements for job success than was true in 1970 for the technological age. Team work, problem solving, and getting along with people have become much more important than writing, computation and reading skills. From the data in Table 8 it is clear that the requirements for job success in the communication age are simply not being met in our schools and colleges, but that personal needs are being acquired on a much better basis.

The present study sought to compare the acquisition of Fortune 500 Job-Skills for 21st Century and Self-fulfillment for 128 future teachers at a university in Tennessee. The students ranged in age from 20 to 47 years, with a mean age of 22.95, and a standard deviation of 2.66 years. One hundred ten were females ranging in age from 20 to 47 years, with a mean age of 22.96 years, and with a standard deviation of 2.75 years There were 18 male students ranging in age from 20 to 27 years, with a mean age of 22.89 years, and with a standard deviation of 2.14 years. There were 25 sophomores, 44 juniors, and 59 seniors.

Newly Developed Tests

Two newly developed psychological tests were used in the present study which have been in the standardization process for several years. Each one is comprised of 200 true/false type items distributed in two separate parts, and with four part scores in each of the parts. They are designed for running on a PC AT like computer with a minimum of 650 mg of memory.

Job-Skills for 21 st Century

The Fortune 500 Job-Skills Test (SKILLS) is in final stages of standardization, and displays high reliability and validity in relation to the Fortune 500 jobskills as described by Creativity in Action (1990). It was designed to assess the degree to which such job-skills have been acquired by an individual, and as displayed in Table 1 below.

Self-fulfillment Assessment

The Self-fulfillment Inventory (SELF) Cassel, 1998) was the second assessment instrument used in the study. It is based on the theory described by Dr. Leon Festinger (1957) at Stanford University on "cognitive dissonance." It is based on the "free association" as initially described by Freud. Festinger likened it to the little child when asked "Where does it hurt?" The cognitive dissonance (hurt) is always associated with personal needs that are not adequately being fulfilled.

Reliability for Part Scores

The reliability for all part scores was computed by use of a Pearson correlation corrected by use of the Spearman/Brown technique. Table 2 contains the reliability indices for the SKILLS test part scores. Every single score obtained excellent reliability. Table 3 contained the reliability indices for the SELF test. The only part score that has questionable reliability is SUR (Survival & Pollution) r = 0.319.

Internal Validity

The SKILLS and SELF tests each have an "internal reliability" score. It is comprised of 21 pairs of the regular items on the test that are opposites; so that if an individual scores one of a pair as being "true" the other should be scored "false" to have agreement with self (person taking test).

Whenever the SKLDIS for SKILLS or SLFDIS for SELF is 16 or higher, the subject is asked to take the test over, and data for such individuals is not included in such projects.

Criteria Validity

The criteria validity is based on a Pearson correlation as depicted in Table 4 below. Correlates at the 01 level of confidence or better are shown with an asterisk. It should be noted that all scores on SKILLS depicted increased possession of job-skills; while scores on SELF are the opposite. The lower the scores on SELF the higher the "self-fulfillment" (degree of "hurts" present, and the degree to which higher level needs are being gratified.

Factor Validity

A principal component factor analysis was computed for the part scores, for both SKILLS and SELF as shown in Tables 5 and 6 below, respectively. It is clear from this data that all part scores on both SKILLS and SELF are independently organized, with little or no distractors evident (loadings of 300 or higher, except for the identifying loading) Varimax rotations were used to insure better identifying of the emerging factors, and all factors are depicted with one or more eigen values present. A factor analysis was computer using part scores from both SKILLS; and SELF to determine the factorial purity of the two tests (whether items of part scores in one test were the same as part scores in the other test, but only with different names) as shown in Table 7 below. It is clear that each test (SKILLS & SELF) are measuring dynamics independent of the other.

Degree to Which Job-Skills and Self-fulfillment Were Acquired

The data contained in Table 8 below displays an analysis of variance for the mean scores on both SKILLS and SELF for the three college years (sophomores, juniors, and seniors) for students involved. This was done to determine the degree and nature of change taking place for the group of future teachers, in relation to the test scores accomplished by them near the end of the school year in 1998.

Job-Skills Acquired

From the data in Table 8, it is clear that job skills as defined by Fortune 500 companies, and as measured by the SKILLS test are not being acquired in the present college program. An examination of the usual teacher preparation curriculums has revealed no specific instructions being provided in relation to such described marketable job-skills.

Self-fulfillment Status

The data contained in Table 8 shows a disturbing findings that four of the eight part scores (HOM, REL, SOC, and TRA) display significantly less self-fulfillment over the three year period than previously. Much more disturbing is the fact that all total scores on SELF (IPTOT, EITOT, and SELFTOT) show less self-fulfillment over the three college years.

Comparison of Change by Gender

A t-statistic was computed between the means for the 22 part scores on SKILLS and SELF, but the data was not included because of the small portion of male students. Only three of the 22 part scores showed a statistically significant difference

1. PER-Person-centered greater for females.

2. EST - Self-esteem " " males

3. TEA - Team Spirit " " males

References

Cassel, R.N. (1998) Career readiness for the communication age. Instructional Psychology, 25(4) - pending

Cassel, R.N., and Kolstad, R. (1998). Critical job

skills for 21st century. Instructional Psychology, 25(37), 176-180

Cassel, R.N. (1998). The Self-fulfillment Inventory (SELF). Chula Vista, California: Project Innovation.

Creativity in action (1990). Skills desired by fortune 500 companies (in order of their importance). Buffalo, New York: Creative Education Foundation.

Festinger, L. (1957). A Theory of Cognitive Dissonance. New York: Harper and Row.

Ryan, E.S. (1998). Comparing 21st Century jobSkills Acquisition With Self-fulfillment for College Students. Education, (pending).

DR. DONALD F. DEMOULIN

Educational Students Department,

University of Tennessee - Martin,

Martin, Tennessee 38238

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