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ERIC Number: ED042048
Record Type: RIE
Publication Date: 1970-Jul
Pages: 144
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship of Self Concept of the Beginning Teachers to Selected Aspects of Their Verbal Behavior as a Basis for Recommendations for Home Economics Education.
Moravek, Marjory
Fifteen 1968-69 home economics education graduates who would be beginning teachers during the 1969-70 school year participated in a study designed to compare self concept of beginning teachers at two stages, identify classroom verbal behavior patterns, and determine if a correlation exists between self concept and verbal behavior. The Total Positive Score of the Tennessee Self Concept Scale was administered in the fall and spring, and verbal behavior was recorded during four 20-minute observations by using the Flanders System of Interaction Analysis. Data analysis revealed: (1) No significant change in self-concept had taken place between the fall and spring, but nine teachers showed a less positive concept at the second date, (2) Participants used fewer statements than the average teacher in the areas of accepting or clarifying student feelings or emotions, giving directions, and initiating student talk, and (3) Correlation of self concept with verbal behavior patterns was not strong enough to indicate a significant relationship. Future studies might include a more in-depth analysis of the dimensions of the self concept and categories of verbal and non-verbal behavior. This Ed.D. dissertation was submitted to the Oklahoma State University. (Author/SB)
University Microfilms, Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106
Publication Type: N/A
Education Level: N/A
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Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A