This study assessed the relationship between teachers' perception of population change and their implementation of population education conditioned by such background factors as sociodemographics, school environment, and population education program facilities. The general hypothesis was that teachers with a positive perception of population change were more inclined to implement population education in their courses. Theoretically, the scope of population education can be explained through a perception-behavior model which was presented as a perception-implementation relationship derived from the results of this study. / A self-administered questionnaire was used to collect data from the general public secondary schools in North Sulawesi, Indonesia. With a multi-stage purposive sampling design, a sample of 455 teachers were selected to respond to the questionnaire. Data were analyzed utilizing a two-stage least squares method with additional descriptive procedures. / The findings indicated a strong relationship between perception and implementation with r =.316. Using first stage least squares on the seven background variables; exposure, place of residence, and teaching assignment shared a great amount of the variation in perception. These variables, together with educational background and school level, affected implementation. / Teachers who were more exposed to population education program facilities, who lived in rural areas, and who taught geography, civics, economics, and biology had higher perceptions of population change. Together with those having low academic backgrounds and working in the middle schools, they effectively implemented population education. / Although the background variables influenced implementation more than perception in the ordinary (first stage) least squares analysis, the second stage analysis showed that estimated perception was a more powerful predictor than estimated implementation. This suggests a background-perception-implementation model to be recommended for population education programs, research, and evaluation. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0769. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76604 |
| Contributors | Rantung, Ventje Victor., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 154 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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