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ERIC Number: ED065461
Record Type: RIE
Publication Date: 1972-Apr
Pages: 19
Abstractor: N/A
Reference Count: 0
Selected Attitudes and Perceptions of Beginning Teachers as Related to Their Teaching Situations.
Teague, P. Terrett, Jr.
This paper reports an exploratory investigation of the comparative effects of situational characteristics on first-year teachers' perceptions of their preservice preparation, teaching situation, and educational attitudes. Community size and type and percent of white pupils in the teacher's classes were formulated as independent classification variables, along with sex of teacher and teaching level, and were examined for differential effects on teacher perceptions. Three hundred forty-one education graduates from the University of Georgia, identified as being employed full-time in teaching, returned a February, 1970 questionnaire. The questionnaire consisted of three sections: 1) classification information about and attitudinal information toward the teaching situation of the graduate; 2) evaluation of aspects of a teacher preparation program as general education, foundation courses, and professional experiences; and 3) a 30-item Likert-type instrument measuring attitudes toward education. Four major conclusions concerned 1) response of female graduates and elementary teachers to educational philosophy; 2) reaction of suburban and inner-city teachers to items concerning sociological foundations; 3) perceptions of rural teachers and teachers of all white classes concerning preservice preparation and the most subject centered educational attitudes; and 4) response of inner-city teachers and those with less than 50 percent white classes concerning faculty and community acceptance, philosophical congruence, satisfaction with teaching, and adequacy of preparation. Further study is recommended. An 18-item bibliography is included. (MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Georgia Univ., Athens.
Identifiers: University of Georgia
Note: Paper presented at the Annual Meeting of the American Educational Research Assn., Chicago, April 1972