This thesis has explored the relationship between expressed teacher attitude and actual teacher behavior in the classroom. The Teacher Attitude Inventory was devised to measure teacher attitudes while the Teacher Behavior Inventory was constructed to indicate their behavior.Upon reviewing the data obtained from both inventories several reasons for the discrepancy between teacher attitudes and teacher behavior were formulated. They were: the statement of attitude was not reflected accurately by the statement of behavior on the Teacher Behavior Inventory, the marking system on the Teacher Attitude Inventory may not accurately help to reflect the exact opinions of teachers on particular statements; a misinterpretation of the attitude statements can lead to a discrepancy with the corresponding behavior statement; and the teachers actually believe what they said and yet they are unable to demonstrate such behavior in the class because of past experiences or because the school environment does not allow such behavior.

The purpose of this study was to investigate the self-perceptions certified public high school teachers in the fine arts have toward their roles as artist and instructional staff member.

This study was designed to examine the relationship of Locus of Control with Teacher Stress. Research and null hypotheses were formulated and additional information was collected through the use of a subjective survey. The subjects of this study were 100 secondary school teachers who were attending summer school at The University of Arizona in 1981, in the College of Education. The I-E Locus of Control Scale and the Teacher Stress Events Inventory were administered to collect data. Four subgroups were developed from interactions of the two variables. Null hypotheses were created to examine the relationship of high and low Locus of Control with high and low Teacher Stress. A scattergram and Pierson Product Moment Correlation were used to examine each subgroup and their respective null hypotheses for statistical significance and linear directionality. No subgroups yielded statistical significance and all null hypotheses were retained. An analysis of additional information was obtained by cross-tabulations of selected items of demographic data. The analysis, by clusters, revealed that most subjects: (1) Were $25,000 from more than one income and considered themselves under little stress.

The relationship of certain personality attributes to the verbal behavior of selected student teachers in the secondary school classroom.

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The problem of the study was: Can teacher personality characteristics be identified which distinguish between the open and non-open teacher? The major purpose of the study was to develop a profile of personality characteristics as measured by the California Psychological Inventory (CPI), the Sixteen Personality Factor (16 PF), and the Teacher Satisfaction/Compatibility Questionnaire, all of which describe the open and non-open classroom teacher. It was a descriptive study which utilized volunteer teachers from a large school district in the Southwest. Two trained observers made two 20-minute observations in the classrooms of teachers who had volunteered to participate in the study. Based on these two observations and using the Walberg-Thomas Observation Rating Scale, each observer independently rated the openness of the learning environment of each of the classrooms visited. The volunteer teachers were administered the CPI, and 16 PF, and the Teacher Satisfaction/Compatibility Questionnaire. Data were analyzed by means of a t-test for two sample tests of independent means for null hypothesis 1 and null hypothesis 2. Data were analyzed by means of a two-way ANOVA for each of the 34 dependent variables for null hypothesis 3 and null hypothesis 4. The level of significance for rejection of all hypotheses was set at the .05 level. Conclusions of the study were as follows: the two open schools differed significantly from the five non-open schools in openness of the learning environment. The open teachers differed significantly from the non-open teachers in satisfaction; however, the open teachers did not differ significantly from the non-open teachers in compatibility. With openness and satisfaction serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 12 CPI scales and nine 16 PF scales. Open teachers did differ significantly from non-open teachers on six CPI scales and seven 16 PF scales: (2) with one exception, satisfied teachers did not differ significantly from not-satisfied teachers in scale scores on the CPI and the 16 PF; (3) no interaction existed between open teachers and non-open teachers and satisfied teachers and not-satisfied teachers in scale scores on the CPI and the 16 PF. With openness and compatibility serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 10 CPI scales and eight 16 PF scales. Open teachers did differ significantly from non-open teachers on eight CPI and eight 16 PF scales; (2) with three exceptions, compatible teachers did not differ significantly from not-compatible teachers in scale scores on the CPI and the 16 PF; (3) with three exceptions, no interaction existed between open teachers and non-open teachers and compatible teachers and not-compatible teachers in scale scores on the CPI and the 16 PF. It was possible to identify teacher personality characteristics which distinguished between open and non-open teachers. It was possible to develop profiles of personality characteristics which describe open and non-open teachers. Based on the conclusions of this study, various recommendations were made. Similar studies with additional factors and/or larger number of subjects and wider geographic area were recommended. There should be a continuing search for the personalities and behaviors which characterize open and non-open teachers. Perhaps a major focus in future research on education should be the determination of principal personality characteristics that are best suited to the philosophy and methodology of open and non-open education.

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The purposes of this study were (1) to investigate the relationship of the self concept to the concept of the occupational self (ideal occupant of the teaching role) as held by religious women high school teachers and lay women high school teachers, and. the effects of this self perception upon occupational change using of the Index of Adjustment and Values by R. E. Bills, and (2) to determine from the 15 personality variables of the Edwards Personal Preference Schedule the specific personality needs of teachers and the measure to which they agree or disagree with the general adult female population sample included in the manual.The research was planned to examine 15 hypotheses. The writer collected two tests and a questionnaire from each subject. These devices were administered at the early phase of the study. After the results had been divided into specific units, three analytical processes were used to evaluate the subjects' answers: (1) t test of significance, (2) analysis of variance and (3) one-way multivariate analysis of variance.There were 100 high school teachers involved in the study, 50 religious women and 50 lay women. The subjects ranged in age from 25 to 55 years. Each group of teachers included 25 subjects (25-35) and 25 subjects (3655). The length of tenure for religious women was from 2 years to 28 years, while tenure for lay women extended from 6 months to 20 years.Statistical processing of the data on the first 12 hypotheses consisted of the use of the t test of significance with repeated variables. Interactions were computed between (1) self concept, ideal self-concept and occupational self concept for all 100 teachers, (2) religious teachers and lay teachers on self, ideal self and occupational self, (3) self, ideal self and occupational self for religious teachers only and (4) self, ideal self and occupational self for lay teachers only. Calculation of these analyses led to significant or non-significant t's.Further processing of the data involved hypothesis 13 and consisted of the use of the analysis of variance and the one-way multivariate analysis of variance. Interactions were computed between the 50 religious women and the 50 lay women on all 15 variables of the EPPS. Calculation of this analysis led to the F ratio.Processing of data on hypotheses 14 and 15 consisted of the use of the t test on the compared variables. Interaction of the religious women and the lay women with the general adult female population sample was evaluated with a significant or non-significant t resulting. Review of all this data led to the following conclusions:The 100 teachers felt a discrepancy between their: (1) self concept and ideal self concept, (2) self concept and occupational self concept and (3) ideal self concept and occupational self concept.The religious teachers and the lay teachers felt similarly about their concept of self and their concept of the ideal occupant of the teaching role but felt a discrepancy in their views of the ideal self.Religious women felt dissimilarly about their views of self and ideal self, self and occupational self and ideal self and occupational self. Although lay teachers felt a discrepancy between self and ideal self and ideal and occupational self, their views of self and occupational self were similar.Religious women and lay women teachers had a similar need for achievement, deference, order, exhibition, autonomy, intraception, dominance, abasement, endurance and aggression. Religious women had a greater need than lay teachers for affiliation, succorance and nurturance. Lay teachers ahd a greater need for change and heterosexuality.When compared with the general adult female population sample, religious women teachers had a greater need for affiliation, succorance, intraception and dominance. When compared with this same group, lay teachers had a greater need for exhibition, intraception, dominance and heterosexuality.Teachers, as a group, had a greater need for achievement, exhibition, endurance, and aggression; the general adult female population (a sample contained in the EPPS manual) scored highest in deference, order, abasement, nurturance and endurance.

The main purpose is to determine whether or not the modern teacher has developed a well-integrated personality and to locate traits that are most in need of correction.

No description available.