Perceptions of academic and vocational-technical faculty at the secondary and community college levels as to the effect of the state of Mississippi's implementation of Tech Prep and its integration of vocational-technical and academic subjects on horizontal and vertical articulation

Randal Derrill Banks

Abstract

The purpose of this study was to determine if there are differences in the perceptions of academic and vocational-technical faculty at the secondary and community college levels as to the effects of the state of Mississippi's implementation of Tech Prep and its integration of vocational-technical and academic subjects on horizontal and vertical articulation, and are those differences related to demographic and institutional variables. A survey instrument was developed by the researcher and completed by 207 faculty members whose institutions were among the original 15 Tech Prep sites in the state of Mississippi. Of the respondents, 111 were secondary faculty, and 96 were postsecondary. They could be further categorized as 97 academic faculty members and 107 vocational-technical faculty members. The data were analyzed using three multivariate analyses of variance (MANOVA) to determine if there was a significant difference in academic and vocational-technical faculty members' perceptions of the effect of Tech Prep on articulation. A MANOVA was also used to see if there was a difference in the perceptions of secondary and postsecondary faculty members' perceptions of the effect of Tech Prep on articulation. In addition, demographic variables were examined, which were gender, years of teaching experience, and institutional setting. An overall level of significance was set at.05. There were no significant differences in the perceptions of academic and vocational-technical faculty members on Tech Prep's effects on articulation. However, there are significant differences between secondary and postsecondary faculty members. No significant differences were found in regard to gender or teaching experience. Not enough data were collected to allow the variable of institutional setting to be examined. The difference in the perceptions of secondary and postsecondary faculty members could be explained by the fact that secondary faculty members are, at the time of this study, more directly involved in Tech Prep than their postsecondary counterparts. That there were no significant differences between the perceptions of academic and vocational-technical faculty on Tech Prep shows promise for the successful implementation of Tech Prep in the state of Mississippi.