xt7dv40jx288 https://exploreuk.uky.edu/dips/xt7dv40jx288/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1937-11 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Supply and Demand of Secondary School Teachers in Kentucky", vol. V, no. 9, November 1937 text Educational Bulletin (Frankfort, Ky.), "The Supply and Demand of Secondary School Teachers in Kentucky", vol. V, no. 9, November 1937 1937 1937-11 2021 true xt7dv40jx288 section xt7dv40jx288  

5. Commonwealth of Kentucky 0

’* EDUCATIONAL BULLETIN

“I
a]
z; 7/
fit”
4
‘i

THE SUPPLY AND DEMAND OF

SECONDARY SCHOOL TEACHERS
TN KENTUCKY

UNIVERSITY OF KENIUCKY

    

 

 

F. \g‘, ,

 

Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

VoI.V O No_vember,1937l 0 No.9

 

  

 

 

 

 

 

FOREWORD

The information contained in this bulletin was prepared
by Warner M. Willey of the Department of Education, Western
Kentucky State Teachers College. It was submitted to George
Peabody College for Teachers in partial fulfillment of the
requirements for the degree of Doctor of Philosophy. After
careful examination of the manuscript, it appeared to me that
it contained valuable informatiOn for the school people of the
Commonwealth. The author has very kindly consented to
have it published as an official bulletin of this Department.
I recommend it for your careful consideration.

H W. :PEéERs,
” £3"11pe _§1~11‘e11ae11t Publ1'c Instruct1'on.

 

 

 )ared
stern
aorge
the
Tfter
that
3 the
i to
lent.

tion.

—

 

 

THE SUPPLY AND DEMAND
OF SECONDARY SCHOOL
TEACHERS IN KENTUCKY

WARNER MOORE WILLEY
BACHELOR OF SCIENCE
MASTER OF ARTS

GEORGE PEABODY COLLEGE FOR TEACHERS

 

SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF '
DOCTOR OF PHILOSOPHY
IN THE
DEPARTMENT OF SECONDARY EDUCATION
OF THE

GRADUATE SCHOOL OF EDUCATION

GEORGE PEABODY COLLEGE FOR TEACHERS
AUGUST, 1937

APPROVED:
Major Professor: JOSEPH ROEMER.

Minor Professor: S. C. GARRISON.
Dean of the Graduate School.

  

 

 

 

 

 

 

 

ACKNOWLEDGMENTS

To all those Who have aided in the development of this study
the: author wishes to extend grateful thanks. First and foremost
he'wishes to acknoWledge the helpful guidance of his major, Dr.
Joseph Roemer, Whose helpful suggestions have made many bur-
dens lighter.

He is particularly indebted to State Superintendent Harry
Peters, Supervisor Mark Godman and Dr. Richard E. Jaggers, all
from the State Department of Education, Frankfort, Kentucky, for
their co-Operation in making available the files at all times and for
numerous suggestions.

Last, but not least, the author desires to express his real appre-
ciation to the registrars of the fifteen colleges and universities in
Kentucky, Who so cordially opened their offices and'records to the
writer. Had their assistance not been available this investigation
could not have been made.

W. M. W.

 

  

is study
foremost
,jor, D1:
ny bur-

; Harry
gers, all
sky, for
and for

l appre-
lities in
; to the
;igation

W.

 

 

TABLE OF CONTENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

~TEACHERS ________________

 

CHAPTER Page
I. INTRODUCTION TO THE STUDY: AIM AND SCOPE OF
THE STUDY 9
Purpose of the Study .......... ~ 9
Definition of Terms 11
Sources of Data 11
Summary of Some Previous Studies of Supply and Demand
for Teachers 12
Limitations of the Study 16
Summary of Chapters 12
II. DEVELOPMENT OF CERTIFICATION IN KENTUCKY FOR
SECONDARY SCHOOL TEACHERS ............................................ 17
Certification Law of 1851 .. .. .. 17
Revisions of Certification Law in 1864 ________________________________________ 17
Certification Law of 1878 17
Certification Law of 1888 18
Training of High School Teachers ............. 18
High School Certification Law of 1926 ________________________________________ 18
Certificates of Former Issues ........................................................ 18
Provisions for Issuing and Renewing Certificates for Teach-
ers in the High Schools in Kentucky, 1936 ............................ 20
Provisions for Issuing and Renewing Certificates in Admin-
istration and Supervision ............................................................ 22
III. SUPPLY AND DEMAND REVEALED ............................................ 29
Essential Features Revealed by Table 2 .................................... 29
Table 3 Presented ........ 31
Table 4 is Presented to Show Demand ........................................ 32
IV. INTERPRETATIONS ....... 48
Conclusions 49
Recommendations 49
PRIMARY REFERENCES _____________________ 51
APPENDIX A—SE‘COINDARY REFERENCES ................................................ 53
APPENDIX B—ANNUAL HIGH SCHOOL REPORT .................................... 55
APPENDIX C—BLANK FOR RECORDING NEW HIGH SCHOOL
71

 

 

 

  

 

 

 

 

  

TABLE

10

11

12

13

 

14

LIST OF TABLES

Page

Number of Persons Holding Certificates Valid 011 Secondary
Level by Counties and Types of Certificates 1936-37 ......................
Table Showing the Majors of Graduates of Colleges and Uni-
versities in Kentucky Eligible for High School Teaching Certi-
ficates in 1936 and Fields of Concentration~This Represents the
Supply Available ......................................................................................
Table Showing Total Enrollment and Numbers of Graduates of
Kentucky Colleges and Universities During 1927, 1930, 1933 ........
Table Showing Colleges and Universities Training the New High
School Teachers Teaching in Secondary Schools in Kentucky in
1936-1937 ________________

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Olfice—Asbury College ..........................
Table Showing Combinations of Subjects Taught and Institu—
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—Bowling Green Business Uni-
versity _ ________
Table Showing Combinations of Subjects Taught and Institutions
Where the New High School Teachers Were Trained in Ken-
tucky Colleges Representing Demand as Revealed in the High
School Supervisor’s Oflice—Berea College ........................................

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—Centre College ..............................

Table Showing Combinations of Subjects Taught and Institutions
Where the New High School Teachers Were Trained in Ken-
tucky Colleges Representing Demand as Revealed in the High
School Supervisor’s Office—Eastern State Teachers College ........
Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor's Office—Georgetown College ..................

Table Showing Combinations of Subjects Taught and Institutions
Where the New High School Teachers Were Trained in Kentucky
Colleges Representing Demand as Revealed in the High School
Supervisor’s Office—Kentucky \Vesleyan College ............................

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Supervisor’s Office—Morehead
State Teachers College

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the High
School Supervisor‘s Office—Murray State Teachers College ........

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the

 

 

7

24

30

31

32

0.1
CO

35

36

37

38

39

40

41

 

 

 4- IE
i
i

. i1: ,
f
t
21..

 

W . W .1 .~=—-—W 1 ».

 

 

 

 

TABLE

15

16

17

18

19

 

LIST OF TABLES—Continued

Page

High School Supervisor’s Office—Nazareth College, Louisville,
Kentucky
Table Showing Combinations of Subjects Taught and Institu.
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—Transylvania College ..................
Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—Union College ..........................
Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—University of Kentucky ............

Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supervisor’s Office—University of: Louisville ............
Table Showing Combinations of Subjects Taught and Institu-
tions Where the New High School Teachers Were Trained in
Kentucky Colleges Representing Demand as Revealed in the
High School Supe1vis0r’s Office—Western Kentucky State Teach-
e1s College

 

 

42

43

47

 

##Hm

rn

 Page

.stitu-
ed in
1 the

lStltll-
ed in
1 the
.......... 44
[Sum-
ed in
IL! the
.......... 45

1stitu—
ed in
u the

istitu-
.ed in
n the
[‘each-
........... 47

 

Chapter I
INTRODUCTION TO THE STUDY

AIM AND SCOPE OF THE STUDY
Purpose of the Study

It is the purpose of this study to investigate the status of the
supply and demand of white secondary school teachers in Kentucky.
No studies restricted to the white secondary school teachers for
1936—37 have been discovered by the writer. This investigation
takes into consideration specifically the new high school teachers,
where they were trained, their major fields of concentration of
study and the combinations of subjects which they are teaching.
The investigation should be thought of as the starting point in
Kentucky for a longer time investigation so that a complete picture
of the supply-demand ratio for the secondary level may be avail-
able for students in preparation for secondary school teaching, col-
lege authorities, and State Department officials.

Each year finds new investigations in education and teacher
training. Many teachers probably will raise the question: How
does supply and demand of teachers concern my welfare? This
term is frequently used in economics to describe market conditions.

Supply and demand in the market tend always to equality,
any tendency to become unequal being immediately made up by an
upward or downward movement in price.1

If experts can predict with accuracy the probable supply and
demand for grains, cotton, tobacco and livestock, why should edu-
cators not be able to arrive at a fairly close estimate of the required
number of teachers for certain regions within definite subject—
matter areas?

Problems in the general field of teacher demand and supply
have received periodic attention. In 1877 the Committee of Twelve
on Rural Schools had a sub-committee 011 the supply of teachers.
At intervals during the years there have been committees of the
National Education Association on salaries, tenure, and retirement
allowances. Following the appointment in 1927 of a committee to
Investigate the status of teacher supply and demand, a bulletin2 was

_1\
C Arthur L. Faubel, Principles of Economics, New York: Harcourt, Brace and
omzany, 1923.

[Welter Supply and Demand, Research Bulletin, National Education

ASSOCiatiDH. V01. IX, No. 5, November, 1931.

9

 

 

 

 

 

  

 

 

 

 

 

 

 

 

published in 1931 summarizing the investigations up to that time.
While the efforts of this committee should be highly commended in
accumulating the 173 references and presenting much general data,
yet very few specific results have been derived from the study.

Few, if any, fields of investigation promise more opportunity
for service than the supply and demand of secondary school teachers
because the entire secondary area is now experiencing rapid revi.
sion. This is particularly noticeable in the field of standards as
evidenced by the Cooperative Study of Secondary School Stand-
ards sponsored by the six regional associations in the United States,

In teacher training institutions there have been rapid growth
and development, but frequently these developments have surpassed
the ability of the respective areas to absorb the output of these
institutions; hence, the oversupply of some areas and the under-
supply in others. This condition is not at all peculiar to the teach-
ing profession, for were not crops plowed up and other attempts
made to balance supply and demand a few years ago? The fact
that at the present time there is an excess supply of some teachers
in some areas while there exists a scarcity in others, causes the
recognition of the importance of supply and demand of secondaiy
school workers.

One criticism which can be made of the more than 200 studies
cf supply and demand of teachers made up to the present time is
that too few of them, cover a suifieient length of time, and many of
them are not restricted to specific areas of definite groups.

When it is realized that a period of depression, prosperity, war,
or widespread industrial unrest, can so quickly and extensively in-
fluence many of the factors controlling supply and demand of
teaching, it becomes apparent that investigations are necessary.
Intensive study and concern over prevailing conditions are urgent

in the secondary field. There must be continuing attempts to adjust ‘
the demand factors and the supply factors in such a way that the .

one may balance the other, with enough surplus on the side of
supply to care for unforseen emergencies without loss to essential
educational services.

The task of assembling the needed data would appear hope'
lessly discouraging were it not known that such records, once the
forms are established and the first set of records obtained, could b9
maintained as a continuing record system with but a small part Of
the first cost in time or money.

Wherever large numbers of teachers are available and are

unable to secure teaching positions, it is an indictment 0f the .

10

 

 

Hrfil—p—lflhH

ofl
set
su
Sc

ne‘
thr
nix
SO]
in

en:

(K1
Pea

  

at time. teacher—preparation institutions. They have failed in the advance- ,_

=nded in ment of standards of preparation to suit the times. Can it ever be ;
'al data, said that a teacher is too well prepared? 3
study. Attempts to study problems in teacher supply and demand have ]
ortunity been sporadic. i
teachers It is rather surprising that this field of investigation has been ‘ ‘
lid I‘BVi- neglected so long in Kentucky. Over a decade ago Donovan3 sug-
lards as gested the need of such a study of secondary teachers in the state.
. Stand- His study took into consideration only the elementary teacher-
iS-tates. training problem. He sensed the necessity of an investigation 013
growth the teachers on the secondary level.
urpassed 1,
of these Definition of Terms 1

3 “11‘1“" ; Unless otherwise stated a new high school teacher as used in

10 teach- this study means one who has taught in that high school for the
attempts first time during 1936-37, or who did not teach in that high school
The fact during 1935-36.

“3011013 1 The term demand as used here is the total number of new high
HSBS the school teachers in Kentucky.
acoudary ' Supply as used here refers to the total number of graduates of

Kentucky colleges and universities eligible to receive any form of , 1
0 studies secondary school certificate valid in 1936-37. :j ‘_

 

’5 time is The supply-demand-quotient or S.D.Q. means the ratio exist- - ‘1
many 0f ing between the supply and demand of the secondary school teach-

s. ers in Kentucky in 1936-37. This measure is derived by dividing

city, war, the demand by the supply.

sively in- ‘

mand of Sources of Data.

recessary.

The primary sources of data include records in the registrars’
offices in the fifteen Kentucky colleges and universities training
secondary school teachers. These furnished the sources for the
' that the Supply as shown by the tables. The official records in the High

 

re urgent
to adjust '

e side '0f School Supervisor’s office, State Department of Education, Frank-
eSSelltlal fort, Kentucky, furnished the data upon which the total number of
new high school teachers were based. This resulted in arrival at
ear 110D“ the figure for the demand for secondary school teachers. It is recog- 1
01109 the [ nized that this gives an incomplete picture of the demand status as fl.
, could be l some of these new secondary school teachers were possibly teaching
ll pal”D of l 111 other positions previously; however, this limitation will be dis-
; cussed later. i”
1 and are ‘ ”Herman L D , . _ '
nt of the (Kentucky), Cofiiribuiilgrignt’o Anditciiidn Jiigineliiimigrasiiirifigf’i‘qgfiggge:nggfé: l

Peabody College for Teachers, 1925.
11

‘

  

 

 

 

 

Another valuable primary source of data is the record secured
from the ofifice of the Director of Certification and Teacher Train.
ing, State Department of Education, Frankfort, Kentucky. This is
the only source for certification study.

The Oflicial Directory of Kentucky High School Teachers for
1936-37 furnished valuable primary source material.

The secondary source data were derived from bibliographies,
dissertations, bulletins, articles, and investigations which have been
made in states other than Kentucky. No one has previously inves-
tigated the supply and demand of white secondary school teachers
in Kentucky. Donovan4 investigated the status of elementary
teachers in Kentucky in 1925 and pointed out the necessity for such
a study of secondary teaching.

Summary of Some Previous Studies of Supply and Demand for
Teachers

Studies have been made in several states concerning the supply
and demand of public school teachers.

Eliassen and Anderson of Ohio State University have made
numerous investigations of teacher supply and demand. One of
their most recent articles5 summarizes investigations reported to
them during 1936. They report 11 studies and predict that “the
oversupply of teachers will continue to decrease.” They base their
prediction upon the falling off in the number of investigations of
supply and demand from year to year. They reported 26 studies
made in 1935 and 20 studies completed in 1934:. During the period
from 1924: to 1930 they reported a total of 119 investigations on
supply and demand of teachers. Prior to 1924: there were so many
more calls for teachers in practically every field than could be sup-
plied that no studies were made.

The most important study for 1936 is that of Umstattd.6 His
data concern placement success in 260 collegiate institutions for the
year 1934-35 representing every section of the country. Sixty-five
per cent of the graduates of that year were placed, which compares
favorably with 56 per cent for 1933-34. The West Central States
made the best showing in placing graduates in teaching positions;
the New England States rated lowest. According to Umstattd’s
report the demand for teachers of the sciences, particularly biology
and chemistry, headed the list together with the elementary school

‘Ibid. p. 9. n
5R. I-f.E1iassen and Earl W. Anderson, “Investigations of Teacher SuppIY.

Edu. Res. Bull., XVI (March 17, 1937), 72. . hed
“James Greenleaf Umstattd, Placement Success of 1934—35. Mlmeogl‘ap

report, University of Minnesota, 1936.
12

 

OE'G‘ECE

th
ed
M

Kr
st]
w}

lis
tr:

of
19

N a.
on

R91

Bu}

in ,

Cit:

 

 ecurcd
Train.
This is

ers for

‘aphies,
re been
' inves-
eachers
lentary
or such

16. tor

supply

e made
One of
trted to
at “the
ise their
tions of

studies
e period
tions 011
so many
. be 5119'

,dfi His
sfor the
lixty-five
30mpares
11 States
ositions;
nstattd’s
r biology
[y school

tr Supplyv"
rieogwtljheél

 

 

 

field. Secondary school placements in biology, chemistry, and
physics showed increases of 22 per cent, 20 per cent, and 23 per
cent, respectively, in 1933—34. Special fields, such as agriculture,
industrial education, nursing education, and public school music,
offered better opportunities than did academic fields.

At the Ohio State University 90 per cent of the available can-
didates in agriculture, industrial arts, and home economics, and 80
per cent of those in music and elementary education in 1935 secured
teaching positions. Fewer were placed in French, chemistry, and
history during 1935 than in 1934.7

Anderson and Rhode show a great oversupply of certificated
administrators for secondary schools in California. They found
that there are about 2,000 persons certificated when there are only
400 high school principalships in the state.8

A report of a committee from the Commission on Secondary
Schools of the Southern Association of Colleges and Secondary
Schools showed a considerable oversupply of secondary school
teachers in the eleven states whose schools are members of the
association.9

The possibility of increased oportunities for teaching is men-
tioned by Wightman.10 Some of the new opportunities are in adult
education, vocational rehabilitation, visiting teachers, psychological
work, nursery school, and kindergarten.

Two of the most thorough studies were made by Donovan11 in
Kentucky in 1925 and Buckingham12 in Ohio in 1926. Both of these
studies deal with the status of the supply of elementary teachers
which will not be treated in this investigation.

A committee from the Michigan Education Association pub-
lished an investigation13 in 1933 in which the entire state’s teacher
training program was studied, both elementary and secondary.
A mass of data is presented with definitely recommended principles
of guidance in teacher training in Michigan. A ten-year period,
1921-22 to 1931-32, is covered and a ratio of public school field

 

'E r1 W. Anderson, “Teaching Opportunities in 1935," Educ. Res. Bull., XV
(March 18, 1936), 72—75.

FDeWeY Anderson and Ellis G. Rhode, “Troublesome Situation in California,"
Nation’s Schools, XVII, No. 2 (February, 1936), 34-3 .

”Southern Association of Colleges and Secondary Schools, Joint Committee
On the study of Curricula, Proceedings, 1936, pp. 15 — .
R f°Cla1r S. Wightman, “Opportunities in Teaching,” New Jersey Educational
evcew, IX (May, 1936), 206-7. -

J“01). cit.

1213- . Buckingham, “The Demand for Trained Teachers in Ohio,” Educ. Res.
331V. No. 11 (May 27, 1925), 221—26.
,1 M‘ Pgene Bradley Elliott, A Study of the Supply of and Demand for Teachers
L ‘wlugan, Ph. D. Thesis, University of Michigan, Lansing, Michigan: Franklin
C‘et leme .Company, 1933. Prepared at the request of Michigan Conference of
13’ SUDarmtendents of the Michigan Education Association.

13

 

  

 

 

 

 

 

 

demand to net institutional production is furnished. A study of
this nature should be continuous in every state in the Union. In the
recommendations at the close of this study a program for the pur.
pose of balancing supply and demand is suggested which, if fol.
lowed, would eliminate the surplus certificated teachers in Michigan
by 1939.

Parsons14 investigated teacher education in Tennessee in 1935.
In Chapter VIII of his report, he studied the problem of supplying
an adequate teaching personnel. Definite recommendations are
made with respect to each type of school employee’s training in the
state, specifically mentioning types of degrees and training desir-
able. Few, if any, of his recommendations have been used or con-
sidered in Tennessee up to the present time. Colvert15 investigated
the supply and demand of high school teachers in Arkansas and
included in his study for the Master’s degree at the University of
Arkansas the combinations of subjects taught during 1924—25 and
1929-30. His study makes no effort at geographical distribution by
counties. This investigation is partially a questionnaire and State
Department official record study. While this study illustrates an
interesting technique in research, evidently the ‘writer places very
little reliability upon the findings as he says: “The projected data
for 1930-31 on demand and for the first two sources on supply are
perhaps not very reliable in that the expected increase per year can
only be roughly estimated from the data at hand.”

In a Master’s thesis study in George Peabody College for
Teachers, Campbell16 summarized the findings of certain previous
investigations of supply and demand for teachers in the United
States. No efiort was made to restrict the realm of investigation
to the secondary level of teaching. The writer suggests that:
“Limitations prevent one from reaching any definite conclusions.”

Ligon17 and others investigated the academic and professional
training of teachers of the high schools of the Southern Association
of Colleges and Secondary Schools but confined their efiorts largely
to a study of subject matter combinations which these 14,612 high
school teachers taught. This study represents a relatively small
per cent of the poorest trained teachers of the South inasmuch as

1‘ Rhey Boyd Parsons, Teacher Education .in Tennessee, Ph. D. Thesis,
Chicago: University of Chicago, 1935. ‘i

15Cllyde C. Colvert, The Demand and Supply of High School Teachers "
Arkansas, Unpublished M. A. Thesis, University of Arkansas, 1930.

1QMary Louise Campbell, Supply of and Demand for Teachers in
States, Unpublished M. A. Thesis, George Peabody College for Teachers, , i

17 Moses E. Ligon and Others, “Training of High School Teachers," Proceedflw
of the Southern Association of Colleges and Secondary Schools, 1931.

14;

the United .

 

 

.—o~>—¢

(av—i. eat-m.

 '?-_——_

 

 

study of the standards of the Southern Association require that 75 per cent . l
in, In the of the staffs be college graduates. This investigation eliminates ' j
'the pin. the small high schools where the poorest teachers are located.
:h, if fol. Other limitations might be cited such as the limited scope of time
Michigan over which the study was made. No attempt was made to relate

supply and demand in this report.
e in 1935. Another study18 sponsored by the Southern Association of Col-
supplying leges and Secondary Schools takes into account teacher supply,
tions are demand, and certification, in the 11 states comprising the area.
ing in the In their summary the authors recommend continuous investiga-
ing desir- tions and “the provision and dissemination of adequate supply
5d 01' 0011- and demand information.” They deplore the fact that “present
vestigated i methods of studying supply and demand are inadequate.” The
ansas and , committee found that in the states covered by the association there
versity of was not sufficient information available for estimating the demand
24—25 and and that little is being done to control the supply. It was recom-
.bution by mended that the resources of the association be used to stimulate
and State = provisions for securing the necessary data through the various
strates an state departments of education and for bringing about cooperative
laces very action toward a satisfactory solution of the problem.
ECtGd data There are listed in the Appendix A as secondary references, , 1‘1. ‘
Lupply are many studies of supply and demand of teachers grouped under cer- l
P year can tain headings. These show trends in the direction of supply and F;

demand of teachers; subject supply and demand in high schools; 1"
ollege for tenure, turnover, and general status of teachers; guidance and i l
1 previous placement; certification of teachers; and state administrative poli— ,
he United cies in control of teacher supply. ‘
vestigation There seem to be no important conflicts in these trends indi- :‘ i
ests that: cated, but, marked similarities in the manner of balancing supply i
.clusions.” , and demand for teachers.
rofessioufll The outstanding strengths of these studies seem to be in the

 

issociatIOD fact that attention is being directed more and more to the preven-
rts larg91l hem of oversupply. The chief weaknesses, in the fact that areas of
4,612 high investigation are so unlimited that generalizations are difficult. l=
mall 3
vely Sh The fact that no one has made a study of the supply and 1“
(3 as . . . ‘
asmu { demand of White secondary school teachers 1n Kentucky is the “1‘
D, Thesis, . Justification of this investigation. 3i
achers 5" i ll
Te g St 1”Doak S. .Campbell and C. Currien Smith, Directors, Joint Committee on
1. the Uni“? SEW 0f Curricula of the Southern Association of Colleges and Secondary
rollers, 1394 of0 gels, Eclucatwn of Secondary School Teachers, Nashville, Tennessee: Division
proceedings urVeys and Field studies, Georg-e Peabody College for Teachers, 1936.
31.
15

  

 

 

 

 

 

Limitations of the Study

There are some possible limitations to which attention should
be called. It is likely inadvisable to generalize for a universe of
unlimited extent and duration from a population sample obtained
during only one year. At the same time one probably is justified
in studying such a sample in order to deduce the major facts inher.
cut to it. If possible such a study should be continued each year
by more than one person, preferably a committee in order to give
comprehensiveness.

Another limitation is the consideration of all teachers as new
high school teachers, Who are teaching in their present positions
for the first time} Many are in all probability changes rather than
new teachers. The available records do not permit any other
classification.

It is thought best in this investigation to include only white
secondary school teachers. When White and colored are educated
in separate schools, as in Kentucky, it seems best to keep the data
separate. Another similar study devoted to supply and demand of
Negro high school teachers obviously is needed.

16

 

 

  

 

l
so should
.iverse of f }
obtained Chapter II i
03: 3:111:65 DEVELOPMENT OF CERTIFICATION IN KENTUCKY 5
53,011 year FOR SECONDARY SCHOOL TEACHERS
r to giVe During the first few years following the establishment of Ken-
tucky’s common—school system, the matter of certification of teach-
‘s as new ers was extremely vague. In 1838 mention was made of a. certifi- U
positions cate, but it was not until four years later that an examination was 1'
ther than specified, and this presumably was an oral one.1 1
my other I j
i Certification Law of 1851
dy White During Dr. Breckinridge’s term of office as State Superin-
educated tendent of Public Instruction, 1847—1851, legislation was enacted
the data ‘ to the effect that the county commissioners shall appoint one or
emandof more examiners of teachers Whose duty it shall be to “carefully

examine all applicants as to their qualifications to teach the ele-
ments of a plain English education.”2 The certificate “may be
permanent, or for only a year.” Elsewhere in the statutes of this
administration a “plain English education” is described as “includ-
ing grammar, arithmetic, and geography.” ‘7

Revisions of Certification Law in 1864

In 1864 a revision of the certification laws was effected dur- l
ing State Superintendent Daniel Stevenson’s administration, in ;
which two classes of certificates were mentioned: first class,3 ‘
renewable and good for two years, granted to persons well quali- if
fled to teach; and second class, good for one year and not renewable i
unless the teacher Shows improvement.

 

Certification Law of 1878 ‘1 , "

In the law of 1878 three classes of certificates were specified,
first class and second class with two grades in each class. “Those
who understand clearly the principles involved, as well as the
) forms, shall be entitled to first class, first grade; those who know if
l the forms well and have a knowledge of principles shall be entitled H"

M
:Acts of March 1, 1842.
gActs of 1851, Section 10, Chapter 35.
Acts of January 30, 1864.

—\. — “A» ——~ mvwW—W --—-..,

17

A

  

 

 

 

 

 

 

to the second class, first grade.”4 All certificates were valid only
in the county in whic