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ERIC Number: ED051076
Record Type: RIE
Publication Date: 1971
Pages: 16
Abstractor: N/A
Reference Count: 0
A Study of Teacher Role Perception in Education Students and Teachers.
Wiersma, J.
A study attempted to determine how education students and beginning teachers differ in their role conceptions (descriptive modality), values (evaluative modality), and norms (prescriptive modality) and to observe the developmental patterns of these aggregate conceptions, values, and norms. Subjects were 405 enrollees and graduates of the University of Iowa divided into ten groups on the basis of level of education (sophomore, junior, senior, and teacher), type of program (elementary or secondary), and sex. The questionnaire administered to all subjects contained 1) a 30-item Teacher Role Q Sort (TRQ) with "freeing,""guiding," and "molding" scales; 2) a 35-item Teacher Practices Questionnaire (TPQ) with "discipline,""counselor,""advice-information giver,""referrer," and"motivator" (Likert) scales; and 3) a 30-item Education Scale VII (ES) with "progressivism" and "traditionalism" (Likert) scales. The major analyses were one-way analysis of variance for level of education for each category on each of the three major instruments controlling for sex and type of program. Supplementary analyses entailed analysis by type of program and by sex. Findings suggest that the change in role perceptions for the sophomore through junior time interval is opposite in direction to the direction of change during the senior-teacher time interval and the junior-teacher time interval. (Complete findings and 15-item bibliography are included.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Kerlinger Education Scales; Teacher Practices Questionnaire (Sorenson et al); Teacher Role Q Sort
Note: Paper presented at AERA annual meeting, New York, 1971