ERIC Number: ED200591
Record Type: RIE
Publication Date: 1981-Apr-13
Reference Count: 0
Teacher Development: A Study of Factors Related to Teacher Concerns for Pre, Beginning, and Experienced Teachers.
Adams, Ronald D.; Martray, Carl
The purpose of this study was to assess the magnitude of teacher concerns using the Teacher Concerns Checklist. Correlates of concerns of elementary and secondary teachers with varying levels of experience were identified from four major sources: (1) direct classroom observations; (2) pupil, peer, and supervisor ratings; (3) self report ratings and inventories; and (4) demographic data. Findings produced differing sets of correlates based on both teaching level and degrees of experience. Broad observations on teacher self concerns, task concerns, and impact concerns are presented. Teacher self concern scores described the degree to which teachers were concerned about how others perceived them as teachers. Among the findings for this factor was that teachers who were more authoritarian were also more concerned with how others perceived them as teachers. The study of academic and discipline related concerns revealed that instruction and discipline are viewed quite differently by teachers at all levels. The scores for teacher impact on student learning and teacher concern for students' well-being showed that secondary teachers who were more concerned with their influence on students also received more positive ratings and demonstrated more direct teaching behavior. (Author/FG)
Descriptors: Academic Achievement, Beginning Teachers, Discipline Policy, Elementary Secondary Education, Peer Evaluation, Personality Measures, Self Concept, Student Evaluation of Teacher Performance, Student Teachers, Teacher Attitudes, Teacher Characteristics, Teacher Effectiveness, Teacher Influence, Teaching Experience, Teaching Styles
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Concerns Checklist (Parsons and Fuller)
Note: Paper presented at the Annual Conference of the American Educational Research Association (Los Angeles, CA, April 13, 1981).