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ERIC Number: ED033888
Record Type: RIE
Publication Date: 1969-Feb-6
Pages: 11
Abstractor: N/A
Reference Count: 0
Psychophysiological Correlates of Female Teacher Behavior and Organizational Outputs.
Ellner, Carolyn Lipton
A study was conducted to test two hypotheses: (1) A systematic relation exists between estimates of autonomic balance and measures of emotional behavior, reported teaching behavior, perceived stress in teaching, and teaching effectiveness. (2) The teacher who perceives her role similarly to her principal's perception of it as compared with one who perceives her role differently from her principal's perception would be judged a more effective teacher, be more satisfied with teaching, have a greater feeling of accomplishment, and regard teaching as a less stressful career. Subjects were 63 female graduates of UCLA teaching in 24 California school districts. Estimates of their autonomic balance had been obtained in previous studies. Information on teaching behavior, role relationships, and organizational attitudes was collected using four inventories in interviews with teachers and with their principals. Results obtained through correlational analysis supported the first hypothesis but not the second. (Conclusions are drawn regarding various factors of temperament and organizational behavior; relations between personality factors and teacher behavior; and factors related to principals' evaluations of teachers and to teacher satisfaction with teaching. Implications are suggested regarding probable effects of attempts to change teacher affective behavior and regarding the need for better communication concerning teacher role.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper read at the American Education Research Association Convention, 1969.