Postsecondary office systems instructors: Their perceptions of competencies for office systems programs and their expertise

The problem of this study was to determine: (a) community college office systems instructors' perceptions of competencies that should be included in community college office systems/secretarial programs, and (b) how those instructors acquired and currently update their instructional expertise.;An analysis of literature was conducted to identify competencies to be included in community college office systems curricula. An instrument developed by Everett and Lund O'Neil (1990) entitled "Competencies for Information Systems Workers" was used as the basis for designing the instrument used in this study. The survey instrument was sent to 200 office systems instructors in the midwestern states of Illinois, Missouri, Iowa, and Indiana. Responses were received from Illinois (44%); Missouri (11.2%); Iowa (37.3%); and Indiana (7.5%) for a total of 134 or 70.2% of 200.;Based on the findings of this study, these conclusions are made regarding postsecondary office systems/secretarial instructors. They rank highest the traditional technological competencies, of "demonstrate touch proficiency of alphabetic keys; and in computer keyboard operation" to be included in community college office systems/secretarial programs. They rank lowest the technological competencies of "define strengths and weaknesses of EBCDIC; and DCA.".;Office systems instructors rank highest the communication competencies of "indicate the importance of grammar; verbal communication; and punctuation" to be included in community college/secretarial programs. They rank lowest the communication competencies of "knowledge of lines; baseband; and broadband." Office systems instructors gain expertise to teach technological and communication content primarily through informal and formal education.;Office systems/secretarial instructors update their instructional expertise primarily by attending conventions and professional meetings, reading publications, and using the library. They update their instructional expertise less frequently by attending university or community college courses or attending seminars/workshops, or trade shows.;When statistically analyzed, the independent variables age and years of business teaching experience most influenced office systems/secretarial instructors as they ranked essential technological and communication competencies for office systems/secretarial curriculum.