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ERIC Number: ED083229
Record Type: RIE
Publication Date: 1973-Aug
Pages: 84
Abstractor: N/A
Reference Count: 0
Teacher Perceptions of School Climate and the Implementation of Individually Guided Education (IGE).
Kelley, Edgar A.; And Others
This study investigated teacher perceptions of the climate in 545 individually Guided Education (IGE) elementary schools, using the Organizational Climate Index as a research tool. The schools were categorized according to degree and length of implementation and according to location (rural, suburban, urban, and inner city). The following questions were investigated: Do significant differences exist in a teacher's perception of school climate in relation to degree of implementation? Do differences exist in a teacher's perception of school climate in relation to location? Do differences exist in relation to length of implementation? What differences exist in perceptions between teachers in IGE schools and non-IGE schools? Analysis revealed no significant difference in a teacher's perceptions of school climate when compared to high and low degrees of implementation. A significant increase in Development Press and a significant decrease in Control Press were found as the degree of implementation of IGE increased in rural and inner-city schools. A significantly lower perception of Control Press was found for teachers in the second year of the IGE model as compared with teachers in the first and third years. (The appendixes include information on instructional outcomes, scale and factor definitions, and sample schools. Seven tables of statistical data are presented.) (BRB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Institute for Development of Educational Activities, Dayton, OH.
Authoring Institution: Nebraska Univ., Lincoln. Teachers Coll.