This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher perceived teaching competence was experienced when rating themselves nearer to their ideal teaching state. From a reversal theory perspective, the investigator determined telic/paratelic situational state balance by primarily utilising the Telic State Measure (Svebak and Murgatroyd, 1985), and conducting the Metamotivational State Interview Coding Schedule (O�Connell, Potocky, Cook, & Gerkovich, 1991) to code psychological lability (i.e., how easily and readily one shifts between states) and subjective experiences of the educator�s perceived competent and �less� competent teaching sessions.
| Identifer | oai:union.ndltd.org:ADTP/220614 |
| Date | January 2004 |
| Creators | Wilson, Lizbeth Luther |
| Publisher | University of Sydney. Community and Behavioural Health Sciences |
| Source Sets | Australiasian Digital Theses Program |
| Language | English, en_AU |
| Detected Language | English |
| Rights | Copyright Wilson, Lizbeth Luther;http://www.library.usyd.edu.au/copyright.html |
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