ERIC Number: ED097242
Record Type: Non-Journal
Publication Date: 1974
Reference Count: N/A
Teacher Attitudes Toward Education and the Ratings Given to Selected Behavioral Objectives.
Carter, Larry G.
The purpose of this study is to investigate the relationships between the two basic factors, progressivism and traditionalism, that underlie attitudes toward education and the range of behavioral objectives which teachers consider important for student achievement. The research involves a measure of teacher attitudes toward education and a valuation of behavioral objectives in both cognitive and affective domains representing all levels of those objectives in the social studies. One hundred and forty fourth, fifth, and sixth grade teachers in Michigan, interested in the use of behavioral objectives, participated. Analysis of the data suggests that (1) a significant relationship exists between a progressive attitude toward education and a high valuation for the highest level affective behavior; (2) there is little evidence of a strong relationship between attitude and valuations in the cognitive domain; and (3) a positive relationship exists between a progressive attitude and a greater number of graduate hours in social studies. Implications for inservice training of teachers should be drawn by those interested in implementing objectives in the affective domain. (JH)
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Educational Objectives, Educational Philosophy, Educational Research, Elementary Education, Inservice Teacher Education, Progressive Education, Social Studies, Student Development, Teacher Attitudes, Teacher Education, Teacher Effectiveness
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A