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ERIC Number: ED338581
Record Type: Non-Journal
Publication Date: 1991
Pages: 8
Abstractor: N/A
Reference Count: N/A
Perceptions of Teachers and Principals with Regard to Instructional Problems in the Classroom.
Sandefur, Walter; Turner, William
During the spring semester of 1991, a survey was taken of a random sample of teachers and principals in the Texas public schools to discover what their perceptions were in regard to 20 selected problems that have an effect on classroom instruction. Participants were asked to check whether they felt that each problem was negligible, moderate, serious, or critical. (Serious and critical were collapsed into "serious" before data analysis on returned questionnaires.) A total of 413 teachers (48 percent) and 219 principals (47 percent) returned the instrument. Data analysis revealed that teachers and principals tended to identify many of the same items as serious. Both felt that the most serious problems were associated with student characteristics and teacher pressure and that problems related to curriculum and instructional material were of less concern. More teachers than principals were concerned about the large number of students placed in "normal classrooms" with a wide range of abilities. Both teachers and principals found the rapid rate of curriculum and instructional change a serious problem. Among the conclusions were: both groups agreed on which problems were the most serious, but differed on the degree of seriousness; teachers and principals were in closer agreement on problems that were basically external or subject to less control. The data are presented in a table specifying the problems, rank order, and percent according to opinions of teachers and principals. (AMH)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas