A Longitudinal Study of Relationships between Attitude toward Teaching, Anxiety about Teaching, Self-Perceived Effectiveness, and Attrition from Teaching.

Autor/inn/en	Marso, Ronald N.; Pigge, Fred L.
Titel	A Longitudinal Study of Relationships between Attitude toward Teaching, Anxiety about Teaching, Self-Perceived Effectiveness, and Attrition from Teaching.
Quelle	(1998), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Anxiety; Beginning Teachers; Career Choice; Elementary School Teachers; Elementary Secondary Education; Higher Education; Labor Turnover; Preservice Teacher Education; Secondary School Teachers; Self Efficacy; Teacher Attitudes; Teacher Certification; Teacher Effectiveness; Teacher Persistence; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Angst; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf
Abstract	This study examined whether 540 teacher candidates who failed to or who successfully made the transition into teaching 7 years after commencement of teacher preparation differed in anxiety about teaching, attitude toward a teaching career, and self-perceived effectiveness as future teachers. At the beginning of teacher preparation in 1985, participants reported various personal characteristics, including degree of assurance about becoming teachers, gender, planned level of instruction, and time at which they first decided to become teachers. They completed the Teaching Anxiety Scale, the Attitude Toward Teaching as a Career Scale, and the Self-Perceived Effectiveness as a Future Teacher Scale. After 7 years, researchers contacted them again to determine whether they had become certified as teachers, whether they were presently teaching, and the extent of their teaching experience. Results revealed differences between candidates who graduated but did not become certified as teachers, who became certified as teachers but did not teach, who became part-time teachers, and who became full-time teachers. There were relationships between candidates' major, gender, initial degree of assurance about becoming teachers, extent of successful transition from student to teacher, and the three affective measures. Findings support the hypothesis that attrition during teacher preparation and the early years of teaching does not necessarily reduce the quality of the affective characteristics of those remaining in teaching. Candidates teaching 7 years after commencement of teacher preparation possessed theoretically more desirable affective traits than did nonteaching candidates. (Contains 1 figure, 5 tables, and 42 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01