Literaturnachweis - Detailanzeige
| Autor/inn/en | Martin, Nancy K.; und weitere |
|---|---|
| Titel | Beliefs Regarding Classroom Management Style: Relationships to Particular Teacher Personality Characteristics. |
| Quelle | (1995), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Techniques; Elementary School Teachers; Elementary Secondary Education; Locus of Control; Measures (Individuals); Personality Measures; Secondary School Teachers; Teacher Characteristics; Test Validity; Urban Schools; Sixteen Personality Factor Questionnaire |
| Abstract | This study was a continuation of an in-process research effort to further refine the Inventory of Classroom Management Styles (ICMS), an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. Using preliminary data analysis based on partial data collection, the primary objective of this study was to investigate relationships between classroom management style and particular teacher personality characteristics. A second objective was to further substantiate the construct validity of the ICMS. Data were collected from 106 subjects via a revised version of the ICMs, the Locus of Control Scale for Teachers, selected sub-scales of the 16 Personality Factor Questionnaire (16PF), and demographics. Beliefs were classified on a continuum that reflected the degree of teacher power over students and categorized beliefs into three segments-non-interventionist, interactionalist, and interventionist. The results found that, contrary to hypothesis, interventionist teachers did not score significantly higher in the Impression Management Sub-Scale of the 16PF, and did not score significantly more external on the Locus of Control Scale for Teachers. In addition, only one personality variable, Openness to Change, revealed a significant relationship to classroom management style. Teachers who were open to change were less interventionist and more likely to initiate change. (Contains 17 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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