ERIC Number: ED369765
Record Type: RIE
Publication Date: 1993-Nov
Correcting Impaired Student Self-Concepts: An Instructional Leadership Strategy for Teachers and Principals.
Rancifer, Jesse L.
This study attempted to identify workable strategies for use in helping students develop greater confidence in their ability to learn and achieve in school. A sample of 82 graduate school students (primarily school teachers and administrators) studying school leadership completed an opinionnaire. The opinionnaire was designed to measure the frequency of agreement and disagreement with statements in the areas of success, teaching, reward, and feedback/follow-up. Statements related to each of these areas confirmed the value of confidence-building strategies. Teachers and principals were encouraged to: maintain high expectations for all students; help students to develop an "I can do it" attitude by breaking learning down to the level where success can be achieved; recognize learners for their successes; use a variety of techniques to explain a lesson; show enthusiasm in teaching and love for the subject area; show compassion in daily interactions with students; help students visualize rewards to be received by setting and achieving long-range goals; individualize awards to students for worthy achievements; use extrinsic rewards to get the immediate interest of students and gradually remove to allow intrinsic rewards to motivate the learner; set performance contracts with students; have conferences with students periodically; and demand that students do homework, grade it, and assign a value to it. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).