This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.

The problem of this study was to determine the extent to which certain characteristics of teachers of first-year algebra were related to a) their pupils' attitudes toward algebra and b) their pupils' achievements in algebra. An additional aspect of the study was to ascertain and study the differences between Anglo- and Latin-American pupils' attitudes and achievements in algebra.

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.

The purpose of the study is to find answers to the following questions. 1. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward teaching those courses? 2. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward the MAA-NCTM recommendations? 3. Is there a significant correlation between the attitudes toward the MAA-NCTM recommendations and the attitudes toward teaching the college preparatory mathematics courses held by the mathematics instructors in each of the three groups? The data led to the conclusion that all three groups held the same favorable attitude toward teaching college preparatory mathematics courses. Also, there were no significant differences among the three groups' attitudes toward the MAA-NCTM recommendations. However, while no significant correlation was found for the high school instructors, there did exist a significant positive correlation between the two attitudes for each of the other two groups studied.