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ERIC Number: ED012707
Record Type: RIE
Publication Date: 1967-Apr
Pages: 156
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
TEACHER PERSONALITY, TEACHER BEHAVIOR AND THEIR EFFECTS UPON PUPIL ACHIEVEMENT. FINAL REPORT.
BEMIS, KATHERINE A.; COOPER, JAMES G.
SIXTY URBAN, MIDDLE-CLASS, FOURTH-GRADE TEACHERS IN THE SOUTHWEST WERE GIVEN THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS) AS A MEASURE OF PERSONALITY. THEIR CLASSROOM BEHAVIOR WAS THEN RECORDED ON A TEACHER OBSERVATION PERSONALITY SCHEDULE REFLECTING EDWARDS' DEFINITIONS OF HIS NEEDS FOR ACHIEVEMENT, ABASEMENT, AFFILIATION, DOMINANCE, CHANGE, ORDERLINESS, AND HETEROSEXUALITY. PUPILS' ACHIVEMENT WAS MEASURED AS THEIR ADJUSTED GAIN SCORES BETWEEN FALL AND SPRING TESTING ON FIVE SUBTESTS OF THE SCIENCE RESEARCH ASSOCIATES ACHIEVEMENT TESTS--ARITHMETIC REASONING, ARITHMETIC CONCEPTS, ARITHMETIC COMPUTATION, READING COMPREHENSION, AND READING VOCABULARY. CANONICAL ANALYSIS OF THE THREE SETS OF DATA SHOWED RELATIONSHIPS BETWEEN THEM. IT WAS FOUND THAT (1) NO SINGLE TEACHER BEHAVIOR WAS DETRIMENTAL OR FAVORABLE FOR ALL LEARNING, (2) THE EPPS SCORES ESTABLISHED A BASIS FOR PREDICTING TEACHERS' OBSERVED CLASSROOM BEHAVIOR, (3) THE PATTERN OF PREDICTED BEHAVIORS DID NOT CLOSELY FOLLOW THAT REVEALED AS CONTRIBUTING TO PUPIL GAINS, (4) FROM EPPS, THE MORE EFFECTIVE TEACHERS (IN TERMS OF PUPIL GAINS) MAY BE DESCRIBED AS CRITICAL, WILLING TO ACCEPT LEADERSHIP, AND INTERESTED IN PERSUADING AND INFLUENCING OTHERS. IT WAS CONCLUDED THAT THE PARADIGM "TEACHER PERSONALITY CAUSES TEACHER TEACHER BEHAVIOR CAUSES PUPIL BEHAVIOR" WAS SUPPORTED, BUT THAT THE LINKAGES ARE COMPLEX, AND NOT 1 TO 1. (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: New Mexico Univ., Albuquerque. Coll. of Education.
Identifiers: EDWARDS PERSONAL PREFERENCE SCHEDULE; New Mexico (Albuquerque); Teacher Observation Personality Schedule (Cooper)