This study considered the problem of the relationship between the self-concept of selected teachers and the achievement of the pupils taught by these teachers. This study sought to determine if pupils of teachers with high selfconcept showed statistically significant higher achievement than pupils of teachers with low self-concept. A secondary purpose was to determine if there were any significant differences in self-concept between teachers from the various subject areas selected for this study. Ignoring age, I.Q., and level of achievement, pupils were assigned to their classes. Only pupils in the sixth and eighth grades were used in the study. They became a part of a research group by being in the Monday, first period class of one of the selected teachers. The study was conducted during a twenty-six week interval spanning part of the fall, all of the winter, and part of the spring quarters. The Tennessee Self Concept Scale was administered to the selected group of teachers in October to establish a measure of the teachers' self-concept. Data generated by this test were treated by simple analysis of variance. The Iowa Test of 3. In mathematics, the indication of this study was that pupils of teachers with low self-concept performed better than did pupils of teachers with high self-concept. However, the data in this area was not statistically significant.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc501038 |
| Date | 05 1900 |
| Creators | Boardman, Billie Bob |
| Contributors | Smith, Paul F., Cross, Charles J., Casey, Don W. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 93 leaves, Text |
| Rights | Public, Boardman, Billie Bob, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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