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The purpose of this study was to identify the family and consiomer sciences secondary school teachers' self-reported knowledge, ability, interests, feelings, and teaching preferences toward the use of interactive teleteaching technology. Analyses were conducted to determine: a) if there were differences among family and consumer sciences secondary school teachers' levels of knowledge, ability, interests and feelings when compared to their years of experience (years as an educator); b) if there were differences among family and consumer sciences secondary school teachers' levels of knowledge, ability, interests and feelings when compared to their education (highest degree held). Results indicated no significant differences among family and consumer sciences secondary school teachers' knowledge, ability, interests and feelings when compared to their years of experience. Further, results indicated no significant differences between family and consiimer sciences teachers' levels of knowledge, ability, and feelings when compared to their education. However, significant differences were revealed between family and consumer sciences secondary school teachers' interests when

Family and consumer sciences secondary school teachers' orientations toward distance education technology for curriculum delivery