ERIC Number: ED212470
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Elementary Teachers' Attributional Styles and Their Science Teaching Performance.
Green, Mildred R.
The purpose of this study was to investigate elementary school teachers' (N=236) attributional styles in relation to two indicators of their science teaching performance: teaching method and allocation of time. The following research questions were addressed: (1) How do teachers attribute the causes of success or failure in their science teaching; (2) Does the attributional model help explain science teaching performance in elementary school teachers; and (3) Are the attributional variables predictors of science teaching performance? Data were collected using four instruments to provide information on teacher background, knowledge of science content, causal attributions/dimensions, and choice of teaching role. Results indicate that teachers have distinct attributional styles when explaining the outcomes of their science teaching performance and although significant relationships obtained between attributional variables were generally of a low order of magnitude, teachers' perceptions of their past success in science teaching were moderately related to their attributions to ability in success situations and to their enjoyment of science teaching. Two positive predictors of time allocation were found: (1) the number of science teaching methods completed, and (2) the attribution of successful science teaching to ability. (Author/JN)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Ph.D. Dissertation, Fordham University. Not available in paper copy due to copyright restrictions.