The purpose of this study is to determine and analyze interest and personality patterns of experienced teachers as measured by certain standardized tests.

Globally oriented content and perspectives are urgently needed in United States secondary classrooms as the world continues to become more interconnected. U.S. secondary students are typically exposed to global topics in world history courses. There is limited research on the intersection of global education and world history, particularly within empirical studies concerning teachers’ positionalities and practice. This qualitative study explores this gap by asking: How do self-identified globally oriented world history teachers’ positionalities influence their curricular and pedagogical decisions? The sub-questions are: What identities, experiences, and surrounding social structures shape teachers’ understanding of themselves as global educators? Where/when/how do world history teachers position themselves within the knowledge, material, and teaching about the world? This study, utilizing interviews, elicitation tasks (concept mapping, identity card sort, global image ranking), and observations of teaching, investigated eight globally oriented New York City public school world history teachers. Findings suggest reconceptualizing teacher positionalities to include worldviews and place-based experiences abroad in addition to identities, subjectivities, and contexts. These intertwining aspects of world history teachers’ positionalities influenced their practice to teach with a global orientation in a world history classroom. Four worldviews were significant in how these teachers framed the world for themselves and their students: interconnectedness, justice-orientations, cosmopolitanism, and critical perspectives. Place-based experiences abroad were significant aspects to their positionalities in that they gained content knowledge of the place while confronting their social positions and privileges. These engagements contributed to the ways in which they approached their knowledge construction of the world in their approaches to curriculum and teaching. I suggest these aspects of teacher positionalities be integrated into future research in global education and social studies teacher education programs.

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The purpose of this study was to identify the educational stressors that are the predominant sources of teacher distress and burnout, discover and classify the common and persistent distressful situations in the educational environment, and illustrate a variety of coping strategies that can be practically implemented at the secondary school level. The analyses of data were accomplished through the statistical use of t-tests, one-way analysis of variance tests, and qualitative exposition. The sample consisted of 446 secondary school instructors, selected senior high school and junior high school respondents from five high schools and five junior high schools in the Tucson area. The examination of 54 educational stressors was conducted under the auspices of six research hypotheses which identified the variables on which senior high school teachers and junior high school teachers differed. The independent variables that were investigated were: sex (male and female teachers), teaching experience (0 to 4 years of completed teaching experience, 5 to 9 years of completed teaching experience, 10 to 16 years of completed teaching experience, and 17 to 38 years of completed teaching experience), age (21 go 30 years of age, 31 to 40 years of age, 41 to 50 years of age, and 51 to 67 years of age), marital status (married, single, widowed, divorced, and separated), and types of college degrees (bachelor's, bachelor's plus, master's, and master's plus or doctorate). An additional 63 educational stressors were named by the secondary school participants and listed in the study. For the purpose of this study the researcher developed the Teacher Stress Survey which was given to the 10 Tucson secondary school teaching faculties. The survey consisted of five parts: (1)15 demographic items, (2)54 educational stressors and their degrees of discomfort, (3)common and persistent distressful educational situations in the secondary school environment, (4)the coping strategies used to reduce or dispel the stress in the distressful educational situations and their levels of effectiveness, and (5)more appropriate or better coping strategies that might have been used. Over 70% of the secondary school instructors responded. The immediate crises' situations involving teaching materials and personnel seemed to be more distreeful to junior high teachers than high school teachers whose primary concerns were centered on the school's misuse of power and authority and the teacher's struggle with inadequate salary and unrealistic educational expectations. The 20 educational stressors identified by female teachers involved all areas of the educational spectrum--from paperwork to the future of education--while male teachers evinced concern with the lack of adequate salary and inconsistent educational methods and philosophies. The teachers with the least experience showed the most distress, particularly in the areas of school policy and populace. The teachers with the most experience were concerned about teacher representation, salary, and materials. The oldest teachers had the greatest distress in their lack of control over assignment, salary, and subject matter as well as their feelings of lack of self-esteem through professional stagnation. The marital status of the teachers did have a significant effect derived from their dissatisfaction with salary, the power of the school board and the superintendent, lack of teaching materials, lack of job security, the derogatory public view of education, and the paperwork overload. The teachers with the least amounts of educational preparation had the greatest distress in school policy formulation and ineffective parental support while the secondary school teachers with the advanced degrees were most distressed about the assignment of school duties.

The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.

A total of 47 teachers, randomly selected from 1328 elementary school teachers in a Southwestern urban school district, were randomly assigned to two six-hour, introductory computer in-services. Teachers receiving the BASIC in-service and the LOGO in-service were administered an attitude survey after the in-services. The survey was composed of seven demographic questions, 20-items designated to test attitudes toward computers in general and 20-items designed to test attitudes toward computers in the elementary school classroom. Scores were analyzed to determine the effect of the two treatments on attitudes as well as the effect of four demographic variables, regardless of treatment, on teacher's attitudes. There were no significant differences in attitudes of subjects receiving the BASIC in-service and those receiving the LOGO in-service. In addition, the previous computer training, grade level taught, and gender of the subjects, did not appear to affect their attitudes toward computers in general and in elementary school classrooms. One demographic variable, years of teaching experience, did significantly affect the mean scores on the attitude instrument. Those teachers in the study with one to fifteen years of teaching experience demonstrated a significantly more positive attitude toward computers in the elementary school classroom and toward computers in general as compared to those with 16 or more years of teaching experience.

The problem of this study was to determine the relationship between preference of experienced secondary teachers to instruct by the Group or Lecture method, their subject field, and selected personality traits.

The basic purpose of the study was to investigate the relationship of secondary school student teachers' manifest psychological needs and the accuracy of interpersonal perception and the self-concepts of students. In seeking a solution to the problem, the following subproblems were investigated: 1. The relationship of student teacher manifest psychological needs and the accuracy with which the student teacher perceived the attitudes of his students. 2. The relationship of the accuracy with which the student teacher perceived the attitudes of his students and the favorability of the students' attitudes toward the student teacher.

The problem of this study was to determine the relationships that exist between elementary student teachers' personality factors and success in student teaching.