The primary purpose of this study was to assess the viability of selected subscales of an educational beliefs survey for use in educational planning and decision making. A secondary purpose was to determine if classroom practices of teachers in selected secondary schools were related to their instructional beliefs as measured through self-report instruments. Data collection involved two phases. The Teacher Beliefs Inventory was utilized for gathering data related to instructional beliefs. Demographic data was also gathered in the first phase of data collection. Teachers' instructional practices were assessed in phase two through use of the Instructional Practices Survey. These surveys were administered to secondary school teachers in one public school district in Pima County, Arizona. For each questionnaire, items were separately tabulated. The Teacher Control and Discipline and the Student Participation subscales of the Teacher Beliefs Inventory and the two Teacher-Centered and Student-Centered subscales of the Instructional Practices Survey were further analyzed. The subscales of each instrument were also combined as typologies in order to allow examination of the dimensions as interrelated rather than dichotomous factors. The surveys were analyzed independently and then in relationship to one another. Analysis of variance results indicated significant relationships between belief types and both student-centered (p = .0001) and teacher-centered (p < .0001) practices. Chi-square analysis established a relationship between belief and practice typologies (p = .0003) but did not establish the nature of the relationship. Latent class analysis indicated the data could be explained with a three-class model consisting of two cells which specify high-low relationships between the subscales and one quasi-independence class into which remaining cases would fall. This finding was consistent with positions found in the literature that conditional hierarchies may exist among belief dimensions. The findings support the use of the two subscales of the Teacher Beliefs Inventory which were investigated in this study. Those subscales have been organized and labeled the Instructional Beliefs Survey. The survey has several potential applications for educational planning and decision making. Obtained results can be used in staff development, teacher preservice education, curriculum development and program selection, and instructional supervision.

The problem of this study was to investigate the relationship between the degree of authoritarianism expressed by pre-service secondary science teachers and the ways in which they spent their instructional time. This study was conducted on all students enrolled in the secondary science instructional methods course at a large North Texas area university for the fall semester of 1972 and the spring semester of 1973. The total population for the study was 55 students. To aid in resolution of the problem three purposes were formulated. The first purpose was to determine whether authoritarianism expressed by prospective science teachers was related to the ways they spent their instructional time. The second purpose was to determine if the authoritarianism expressed by prospective science teachers was related to their use of an indirect teaching style. The third purpose was to provide feedback to the prospective science teachers on the ways they spent their instructional time. It was concluded that teachers who were very authoritarian asked fewer questions and a different type of question than someone of lesser authoritarianism. The authoritarian asked questions that could be answered with a short answer such as yes or no, while the lesser authoritarian asked questions that allow the student to have more freedom in his response. Further studies of this type should focus on the teaching of questioning techniques to extreme authoritarians to establish whether they might learn to use divergent questions to teach science indirectly.

An integrated model of teacher burnout is presented as the backdrop to a personal history of one distressed teacher. Using a series of collaborative interviews, Sarah's experiences as a classroom teacher are explored as part of a search for the contributors to her feelings of distress and disatisfaction with teaching. A number of themes are identified which relate to Sarah's life in the classroom, her search for autonomy and proximity, and the diversity of her roles within the bureaucracy of the school and the network of her family. Sarah has developed an inventory of coping resources compatible with her values, goals, commitments and personal style. She includes problem-focused, emotion-focused, and preventive strategies. As the study progressed, we came to believe that the fundamental stressors in Sarah's life have arisen out of the fact that she is a woman, doing a woman's work of teaching and nurturing a family, and experiencing all of the expected and unique stressors that are a part of that experience. The complex role of women in teaching is discussed, and the suggestion is made that the nature of schooling would change if women had greater access to decision-making levels within their profession. Suggestions are also made regarding inservice and preservice training for teachers in order to increase their coping resources. / xi, 164 leaves : ill. ; 28 cm.

The purpose of this study was to develop a profile of the male primary teacher in Arizona. It was hoped that such research would provide practical information for Arizona's teacher education programs for the purpose of attracting qualified males into teaching as well as for school districts who wish to attract and maintain qualified male primary teachers. The study population consisted of 112 primary teachers (K-3) in the public school systems of Arizona. Data for this study was obtained by the questionnaire method. The questionnaire designed for this study was based on a review of the literature. Data was gathered that pertained to three areas: Personal Attributes, Professional Attributes, and Perceived Contributions. The typical male primary teacher in Arizona is Anglo, 36, and married to a working wife. He is likely to be a first born, born out of Arizona, and not the first in the family to go to college. Most were born into a middle- or working-class family and were reared in a traditional family in that the mother's main occupation was that of a housewife. The typical male primary teacher in Arizona is likely to have a master's degree, and over half have an undergraduate degree in primary education. The majority received their degree from an Arizona institution. He is likely to be teaching in the third grade and has previously taught at the primary level. Well over half reported professional membership and have attended a professional conference within the past six months to a year. Most, however, do not belong to a professional support group. Low salaries was the most reported career impediment, and less than half see opportunities for advancement. A majority plan to continue teaching at the primary level, while some plan to teach at the intermediate level. The typical male primary teacher feels accepted by students, parents, and female colleagues. They see the public as having a more positive attitude towards men who teach grades K-3. Over half see themselves as helpful with discipline problems and effective when conferring with parents. They also see themselves as effective motivators and offering their students a different learning experience. A little over half agree that they are a father substitute and that children should have a male primary teacher. Well over half do not think boys benefit more than girls do from having a male primary teacher. Most think the elementary schools should be defeminized. Most think their school administration values their teaching at the primary level.

The problem of this study was to determine what changes, if any, take place in student teachers' attitudes toward individualization of instruction and any changes in their philosophical beliefs concerning Experimentalism, during, or as a result of the student teaching experience.

The purpose was to investigate the role of influential persons in the professional socialization process of music educators as musicians and teachers. The problems were to determine: who encouraged subjects toward music and teaching during pre-college, college, and post-college years; and the interrerationships of gender and teaching specialty with influential persons in subjects' lives.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Inspired by the theoretical power of rewards in the labor market, to improve educational outcomes, this paper tests if giving a non-financial reward along with a financial one can result in higher student ex-post outcomes than just a financial incentive. The underlying mechanism by which non-financial reward might work is explored as well. The argument is based on Benabou and Tirole (2002)’s model, that non-financial reward may affect teachers’ self-esteem and, with that, their effort, and thereby the student outcomes after the reward is given. This is accomplished by exploiting a discontinuity in the running variable used to assign the Teaching Excellence Award (AEP for its initials in Spanish). A Sharp Regression Discontinuity Design is used to identify the effect of AEP using data for more than 5,000 math and language teachers. The dataset includes the teaching evaluation score that AEP gives every year to their applicants, the corresponding standardized test score of more than 100,000 students, (SIMCE for its initials in Spanish), school characteristics, and information about motivation and self-perception that teachers self-report in a survey administrated by SIMCE along with the standardized test every year. The results show that rewarding teachers by giving a non-financial reward along with a financial one does not work in the intended way. I find a not statistically significant effect of giving a reward to teachers with outstanding teaching skills and pedagogical knowledge on student test scores, teaching practices, teacher’s self-confidence in a window of three years after the certification process. Lastly, there is no evidence of teacher-student or teacher-school sorting as an ex-post effect of obtaining the certification.

by Chow Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Chow Wah. / Ackowledgments --- p.ii / Abstract --- p.iii / Table of Contents --- p.v / List of Tables --- p.viii / List of Figures --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background --- p.1 / Student Teachers in the Certificate in Education Courses --- p.1 / Student Teachers in Teaching Practice --- p.3 / Approach to the Study --- p.3 / Purpose of the Study --- p.5 / Significance of the Study --- p.6 / Theoretical aspects --- p.6 / Practical aspects --- p.7 / Chapter CHAPTER TWO --- Review of Literature --- p.8 / Overview --- p.8 / Goal Orientations --- p.12 / The Goal Theory Perspective --- p.12 / Task Orientation Vs Ego Orientation --- p.13 / Self Concept --- p.14 / "Mutifaceted, Hierachical Nature of Self-concept" --- p.14 / Malleability of Self-concept --- p.15 / Future Tense of Self-concept --- p.16 / Self-regulation --- p.17 / Self-regulation and Self-regulation Strategies --- p.17 / "Task Orientation, Ego Orientation, and Self-Regulatory Strategies" --- p.19 / Possible Selves and Self-Regulation --- p.21 / Research Hypotheses --- p.23 / Chapter CHAPTER THREE --- Methodology --- p.25 / Subjects --- p.25 / Pilot Studies --- p.26 / Pilot Study 1 --- p.26 / Pilot Study 2 --- p.28 / Instruments --- p.29 / The Possible Selves Report Form (PSRF) --- p.29 / Possible Selves Rating Scale (PSRS) --- p.31 / Measurement of Goal Orientations (MOS) --- p.32 / The Self-Regulation Report Form (SRRF) --- p.33 / Procedures --- p.35 / Design and Analysis --- p.36 / Operational Definitions --- p.36 / Null Hypotheses --- p.39 / Chapter CHAPTER FOUR --- Results --- p.51 / Characterisitcs of the Sample --- p.51 / Scales Construction --- p.52 / Factor Analysis of the items in MOS --- p.52 / Factor Analysis of the items in PSRS --- p.53 / "Means, Standard Deviations, and Reliabilities of the Scales" --- p.54 / Self-regulation Strategies Measures --- p.59 / Strategy Use --- p.59 / Strategy Frequency --- p.60 / Strategy Consistence --- p.60 / Averaged Strategy Consistence --- p.60 / Correlations Among Variables --- p.64 / Correlations among measures of Self-regulation Strategies and the Other Variables --- p.64 / Correlations among Goal Orientations and Possible Selves --- p.64 / Hierachical Regression Analysis --- p.70 / Interaction of Possible Selves and Goal Orientations on Self-regulation Strategies --- p.75 / Summary of Findings --- p.79 / Chapter CHAPTER FIVE --- Discussion --- p.81 / Major Findings of the Study --- p.81 / Testing of the Hypotheses --- p.81 / Use of Self-regulation Strategies Among Student Teachers --- p.83 / Factos Affecting Self-regulation in Teaching Practice --- p.86 / Measuring Problems --- p.90 / Limitations of the Study --- p.92 / Implications for Improving Teacher Education Programmes --- p.92 / Attention Should also be Paid to Affective Domain --- p.92 / Cultivating Possible Selves that Have Positive Implications in Teaching --- p.94 / Social Comparison May also be Used as a Strategy to Enhance Self-regulation --- p.94 / Recommendations for Future Research --- p.95 / References --- p.96 / Appendix A --- p.104 / Letter to the Subjects --- p.105 / Appendix B --- p.106 / Personal Information Supplied by the Subjects --- p.107 / Appendix C --- p.108 / Possible Selves Report Form --- p.109 / Appendix D --- p.114 / Possible Selves Rating Scale --- p.115 / Appendix E --- p.117 / Motivational Orientation Scale --- p.118 / Appendix F --- p.120 / Self-regulation Report Form --- p.121 / Appendix G --- p.128 / Use of Self-regulatory Strategies in Teaching Practice --- p.129

There is a shortage of qualified community college technical instructors in new and emerging technologies. The purpose of this study was to investigate the barriers that may affect the decision of semiconductor specialists to teach part-time at community colleges. The desired outcome is to enable community colleges to increase the pool of part-time faculty from the semiconductor industry. This study identified four primary barriers that could affect an individual's decision to teach: (a) interest in teaching, (b) self-efficacy, (c) awareness of teaching opportunities, and (d) faculty development. As community colleges seek to fill the increasing demand for part-time technical instructors, industry seeks to increase its ranks of technical employees. A survey of technical specialists from the semiconductor industry showed high levels of professional experience, interest in teaching, and various experiences in teaching. An important finding of this study, however, was the overwhelming lack of awareness (83%, n=76) of teaching opportunities at community colleges. If community colleges are to increase their pool of part-time technical faculty, it is necessary for technical specialists to be aware that part-time teaching positions are available. If industry is to fill its growing need for qualified technical specialists, it should be willing to share some of the talent of its best employees with the community. / Graduation date: 1997