ERIC Number: ED297442
Record Type: RIE
Publication Date: 1988-Feb-28
Reference Count: N/A
The Managerial Grid for Teachers: Evidence, Practical Applications, and Directions for Future Research.
Foote, Tom H.
Increasing dropout rates, marked decline in college preparatory enrollment, and reports of students' growing dissatisfaction with school prompted this exploration of the dimensions underlying teaching and the ways that microeconomics might positively influence teaching effectiveness. The literature review supports 10 advantages offered by student evaluations of teaching (SETS) in complementing student achievement as a schooling effectiveness measure. The Fox SETS studies show that teachers' enthusiasm accounts for twice the student achievement that lecture content does. This study's analysis was based on a sample of 60 teacher aggregates of 3,961 student questionnaires gathered over 2 years from the same high school. Factor analysis of 52 variables revealed "student-caring" versus "task-driven" as key research-based, teaching dimensions. The resulting "managerial grid" for teachers offered graphic perspectives of interrelationships not afforded by conventional frameworks. Using "student satisfaction with teacher performance" as the dependent variable, allocative efficiency was probed using planar and other quantitative techniques. Results show that "student-caring" has substantially more influence on satisfaction than does "task-driven." Teachers are implicitly paid considerably less for caring than for task-driven behaviors. Reallocating salaries to produce teaching that interests students poses formidable technical and political problems. However, more caring for students, not necessarily more money allocated to it, should also produce higher percentages of satisfied students. The managerial grid should help define and achieve more appropriate teaching styles. Included are 128 endnotes. (Author/MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).