Publication Date


Document Type


First Advisor

Maxwell, Lyle||Woolschlager, Ruth B.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Business Education


Business education--Illinois--De Kalb


Purpose of the study. This study was concerned with the following basic items for possible changes or modifications within the Department of Business Education: (1) influencing factors of selecting the teaching profession, (2) values of business work experience, (3) employment mobility within the profession, (4) professional growth, and (5) leaving the teaching field. Method of procedure. Information was obtained by questionnaire from those business-education graduates who had previously taught since obtaining the undergraduate degree. Replies were received from 120 graduates. Summary of data. The selection of a teaching career was caused mainly by a teacher's influence or security offered by the profession. The comprehensive undergraduate area of study in college was followed by approximately three fourths of the respondents. Eighty-eight graduates were teaching during the past year; three fourths of this number were teaching in the business education area exclusively. Typewriting, bookkeeping, general business, and shorthand comprised 6? per cent of all business subjects taught. The majority of present teachers indicated having had business work experience which they considered was of benefit to their teaching. The movement of employment was generally to schools of larger pupil enrollment with teachers spending an average of 2.3 years in each school. Of the 88 present teachers, 84 per cent have either started or obtained a graduate degree and 57 per cent of the fields of study have been in business education. Thirty-two of the 120 respondents indicated they were not teaching in the 1961-1962 school year. Women constituted the majority of those not teaching, and family responsibilities was the major purpose for leaving the profession. Recommendations. (1) Specialization by the business education teacher should be in one or two subject areas with a general teaching knowledge of the entire business education field; (2) Teachers should encourage students whom they feel are potentially good teachers into the teaching profession; (3) Business work experience and further academic training should be encouraged; and (4) The purposes and advantages of the various professional teacher organizations should be made known to the future business-education teacher.


Includes bibliographical references.


vii, 79 pages




Northern Illinois University

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