ERIC Number: ED046885
Record Type: RIE
Publication Date: 1970-Aug
Reference Count: 0
Professional Socialization and Teacher Autonomy.
Edgar, Donald E.; Brod, Rodney L.
A study examined how new teachers become socialized into their profession and how this socialization process affects their attitudes toward professional autonomy. A pretest-posttest correlation design was used to investigate the effects of both organizational evaluators' attitudes and prevailing school-staff climate on teacher attitudes toward professional autonomy. (Power, resources, and affect were independent variables; attitude changes in relation to teacher autonomy the major dependent variable.) The 38-item Autonomy Inventory developed for the study was administered to all new teachers in a large California school district before their teaching experience began and to all experienced teachers (N=523) and administrators (N=89) to obtain comparative data on those to whom the new teachers would have to adapt. Posttests were administered in April after all had been subject to at least one formal evaluation in their school, and all new teachers (N=115) were interviewed to identify the significant other for each to obtain measures of behavioral autonomy and feelings of "legitimacy" and "satisfaction." Conclusion: New teacher attitudes toward autonomy vary across task areas. The nature of new teacher relationships with significant others, both organizational evaluators and school staff, help determine the direction of change in teacher attitudes toward professional autonomy in these task areas. (The questionnaire and complete findings are included.) (Author/JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Identifiers: Autonomy Attitudes Inventory (Edgar and Brod)