relationships between pupil control ideology, self-concept and teacher personality
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Published by E.R.I.C. in Washington, D.C .
Written in English


Book details:

Edition Notes

Presented at the Annual Meeting of the International Communication Association, 1982.

StatementKaren R. Harris [et al.].
SeriesERIC Reports -- ED 216 412
ContributionsHarris, Karen R., Educational Resources Information Center., Annual Meeting of the International Communication Association, (32nd : 1982 : Boston)
The Physical Object
Pagination1 microfiche (21 fr.)
Number of Pages21
ID Numbers
Open LibraryOL20711917M

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  The relationships between pupil control ideology and teacher sense of efficacy, bureaucratic level of school, and socioeconomic status (SES) of the school’s students were examined in this study. The Teacher Efficacy Scale (TES) and the Pupil Control Ideology Form (PCI Form) were administered to teachers (n = ) in nine schools stratified Cited by: A study of pupil control, Page 1 A study of pupil control ideology: a person-oriented approach to data analysis Joseph Adwere-Boamah Alliant International University ABSTRACT Responses of urban school teachers to the Pupil Control Ideology questionnaire were studied using Latent Class Analysis. The relationships between pupil control ideology and teacher sense of efficacy, bureaucratic level of school, and socioeconomic status (SES) of the school’s students were examined in this study. Are scores on the Pupil Control Ideology (PCI) Form related to the teacher behavior of referring pupils to the administration for disciplinary reasons? To answer this question, PCI scores were included in a multiple regression equation after six other intercorrelated teacher measures were entered as independent variables.

-- The student-teachers who were randomly selected to participate in the study were requested to complete two questionnaires dealing with certain aspects of pupil control. Form A of the Pupil Control Ideology Instrument consisted of 20 items and the response categories were scored 5, 4, 3, 2, 1, on a continuum ranging from extreme.   Therefore, there is a need to determine if student teachers have adequate personality traits to become a teacher, and provide training for them to gain effective behaviors. Some qualitative studies might also be carried out to define the relationship between personality types of student teachers and teachers’ sense of efficacy. use fear as a means to control student behavior, learning becomes difficult (Hensley et al., ). By understanding the different personality types of their students and using appropriate classroom management techniques, teachers can build better relationships with each student (Talbott, ). Negative teacher-student relationships can amplify when teachers show irritability and anger toward several or many of the students in the classroom. In these types of classrooms, teachers may find themselves resorting to yelling and harsh punitive control. Teacher-student communications may appear sarcastic or disrespectful.

  Correlation between dimensions of self-concept and self-assessed effectiveness in teachers roles performing General competence was the only dimension of self-concept that has significant positive correlation with the self- evaluation of all teachers role performing, although the obtained correlations were of low intensity (Table 3). relation between dimension of self-concept and personality with student’s academic achievement. Therefore, suggestions were made to increase the student’s self-concept and they do to the child has an impact the self concept. For example, when teachers acted something on a to see the relationship between self concept and personality. teachers‟ SDI responses, it was hypothesized that a positive relationship would exist between bureaucratic and hierarchical behaviour on the part of the principal and custodial pupil control orientations as identified by the Pupil Control Ideology Form (Willower, Eidell, & Hoy, ).   Descriptive statistics of primary school teachers’ views of pupil control ideologies Scores n K Lowest score Highest score X S X/K Pupil control ideologies 18 8 10 As it can be seen in Table 2, the mean score of the primary school teachers included in the study about pupil control ideologies is quite high (=).