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M.Ed. (Educational Psychology) / The purpose of this study is to determine what teachers' beliefs are concerning their profession: their tasks and behavior: their beliefs about themselves as educators: whether these beliefs enhance effective teaching: and how to ensure that teachers' beliefs about themselves are positive. If teachers make a difference in the classroom, it is essential to explore the perceptions teachers believe to be true about themselves. Although very little research has been done to determine what teachers believe about themselves, current research has indicated beyond doubt that teachers' beliefs and perceptions can no longer be regarded as of minor importance and has found that the teacher's beliefs about himself and his students, are the most important factors which determine the success of a teaching program. The point of departure is the Perceptual tradition and Self-concept theory. This tradition operates on the premise that all behavior is a function of the individual's perceived world. Each person has a unique system of perceptions about self and this self-concept: causes behavior and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the beliefs that teachers hold true about themselves in respect of certain characteristics of the effective teacher as described in earlier research. The database is a conversion of the Invitational Teaching Survey (ITS) and was used to study aspects of this phenomenon. The data involved was analyzed by means of Chi-square, a cluster analysis and a factor analysis.

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by Wong Wan-chi. / Title in Chinese: / Bibliography: leaves 108-120 / Thesis (M.A.)--Chinese University of Hong Kong, 1986

M.Ed. / Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.

The ICI system consists of materials which guide the teacher in analyzing his own teaching behavior, so that he can gain an objective understanding of his strengths and weaknesses. With the system the only observer is the teacher himself; it is he who will view and analyze the tapes. The classroom thus becomes the learning place for the teacher, as well as for his pupils. The problem of dealing with the actual process of teaching is quite different from the construction and testing of curriculum content. In this case the focus is on the strategy of presentation, rather than the content of. the presentation. This means that 1) an observational system to help the process of classroom interaction, ! and 2) a set of guidelines to help judge the effectiveness of different teaching strategies, or styles, are needed. Some observation systems have been designed as· research tools to aid the study of differences between teaching styles and to find out what actual teaching behavior is like; while other systems have been designed as practical tools for teachers themselves to use in analyzing their own teaching behavior. This "self-analysis" may be done for the purpose of simply finding out what one does in the classroom, or it may be part of a self-improvement procedure. ICI has been designed to help teachers improve their teaching through the analysis of videotaped recordings of their own teaching. The present study is concerned with testing the effectiveness of the ICI package in helping teachers improve their own teaching.

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The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

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