The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education. / Department of Elementary Education

The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented. / Department of Educational Leadership