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ERIC Number: ED087752
Record Type: RIE
Publication Date: 1969
Pages: 8
Abstractor: N/A
Intern Perception of Professional Support and the Learning Situation.
Cross, Delores; And Others
This research study was conducted to determine if teacher interns' perceptions of professional support are related to the quality of interpersonal experience or to extraneous variables such as class size, grade level, sex of intern, and school setting (urban or suburban). Intern perception of professional support received from school administrators, teachers, and university supervisors was also measured. The subjects of the study, 45 graduate students of education, had the responsibilities of first-year teachers in 45 urban and suburban schools for the 1972-73 academic year. At the end of the school year, interns completed a demographic survey regarding class size, school setting, grade level, etc. and a 20-item questionnaire with responses ranked on a five-point scale designed to measure level of support received from school administrators, colleagues, and university supervisors. Results of the study indicate that a) interns felt that university supervisors were more supportive than school administrators; b) suburban school administrators were seen as more supportive than urban administrators; and c) extraneous variables were not a major factor affecting intern perceptions of professional support. Intern perception of professional support then seems to be an abstract psychological concept which is a product of interpersonal relationships and which is not influenced by class size, grade level, sex of intern, or school setting. (HMD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A