Identification of situational constraints in middle school business information technology programs
Pritchett, John Eric
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Middle school is a time of great change, struggles, and uncertainty in students. This is also often the case with middle-school business information technology, business education or business and computer science career and technical courses experiencing constraints to full implementation. This study analyzed the middle school research, national expectations of middle schools and middle-school business education programs, and used Situational Constraints Theory to determine whether middle-school business information technology teachers experience barriers in their work and job performance. The situational constraints studied include job-related information, tools and equipment, materials and supplies, budgetary support, required help and support from others, education and training, time, work environment, and administrative. The research question for this study was “Are there differences among urban, suburban, and rural teachers, as measured by the SCQ, on: (a) job-related information; (b) types of tools and equipment; (c) materials and supplies; (d) budgetary support; (e) access to or help from others; (f) education and training opportunities; (g) time; (h) work environment; and (i) administration?” Results of the study suggest that many teachers experience situational constraints in varying degrees. Based on the results, more research and development of educational policies need to be considered to improve the educational possibilities of middle-school students as they develop their high school plan of study.