The purposes of this study were (1) to investigate the relationship of the self concept to the concept of the occupational self (ideal occupant of the teaching role) as held by religious women high school teachers and lay women high school teachers, and. the effects of this self perception upon occupational change using of the Index of Adjustment and Values by R. E. Bills, and (2) to determine from the 15 personality variables of the Edwards Personal Preference Schedule the specific personality needs of teachers and the measure to which they agree or disagree with the general adult female population sample included in the manual.The research was planned to examine 15 hypotheses. The writer collected two tests and a questionnaire from each subject. These devices were administered at the early phase of the study. After the results had been divided into specific units, three analytical processes were used to evaluate the subjects' answers: (1) t test of significance, (2) analysis of variance and (3) one-way multivariate analysis of variance.There were 100 high school teachers involved in the study, 50 religious women and 50 lay women. The subjects ranged in age from 25 to 55 years. Each group of teachers included 25 subjects (25-35) and 25 subjects (3655). The length of tenure for religious women was from 2 years to 28 years, while tenure for lay women extended from 6 months to 20 years.Statistical processing of the data on the first 12 hypotheses consisted of the use of the t test of significance with repeated variables. Interactions were computed between (1) self concept, ideal self-concept and occupational self concept for all 100 teachers, (2) religious teachers and lay teachers on self, ideal self and occupational self, (3) self, ideal self and occupational self for religious teachers only and (4) self, ideal self and occupational self for lay teachers only. Calculation of these analyses led to significant or non-significant t's.Further processing of the data involved hypothesis 13 and consisted of the use of the analysis of variance and the one-way multivariate analysis of variance. Interactions were computed between the 50 religious women and the 50 lay women on all 15 variables of the EPPS. Calculation of this analysis led to the F ratio.Processing of data on hypotheses 14 and 15 consisted of the use of the t test on the compared variables. Interaction of the religious women and the lay women with the general adult female population sample was evaluated with a significant or non-significant t resulting. Review of all this data led to the following conclusions:The 100 teachers felt a discrepancy between their: (1) self concept and ideal self concept, (2) self concept and occupational self concept and (3) ideal self concept and occupational self concept.The religious teachers and the lay teachers felt similarly about their concept of self and their concept of the ideal occupant of the teaching role but felt a discrepancy in their views of the ideal self.Religious women felt dissimilarly about their views of self and ideal self, self and occupational self and ideal self and occupational self. Although lay teachers felt a discrepancy between self and ideal self and ideal and occupational self, their views of self and occupational self were similar.Religious women and lay women teachers had a similar need for achievement, deference, order, exhibition, autonomy, intraception, dominance, abasement, endurance and aggression. Religious women had a greater need than lay teachers for affiliation, succorance and nurturance. Lay teachers ahd a greater need for change and heterosexuality.When compared with the general adult female population sample, religious women teachers had a greater need for affiliation, succorance, intraception and dominance. When compared with this same group, lay teachers had a greater need for exhibition, intraception, dominance and heterosexuality.Teachers, as a group, had a greater need for achievement, exhibition, endurance, and aggression; the general adult female population (a sample contained in the EPPS manual) scored highest in deference, order, abasement, nurturance and endurance.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/176350 |
| Date | January 1971 |
| Creators | Garvey, Rose Marie |
| Contributors | Vestermark, Mary J. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 112 leaves ; 28 cm. |
| Source | Virtual Press |
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