The Relationship of Self-Concept, Knowledge of Reading, and Teacher Effectiveness.

Autor/inn/en	Seaton, Hal W.; und weitere
Titel	The Relationship of Self-Concept, Knowledge of Reading, and Teacher Effectiveness.
Quelle	(1978), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Elementary School Teachers; Knowledge Level; Primary Education; Reading Instruction; Reading Research; Self Concept; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Evaluation; Teaching Experience; Teaching Skills + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Primarbereich; Leseunterricht; Leseforschung; Selbstkonzept; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The relationship of teacher self-concept, knowledge of skills for teaching reading, and teaching effectiveness as judged by reading supervisors was examined in a study of 101 primary school teachers. The teachers were administered self-concept and knowledge of reading tests, and the effectiveness of each teacher was evaluated by a reading supervisor and the school principal. In addition, the teachers rated their own effectiveness. Their years of teaching experience and background were also examined. The results indicated that teacher self-concept and years of teaching experience were the best predictors of teacher knowledge of reading, while the knowledge factor was a highly significant predictor of teacher effectiveness. Other findings suggested that the most effective teachers as judged by reading supervisors had the least knowledge of skills for teaching reading and the poorest self-concept and that, conversely, those teachers judged least effective had the greatest knowledge of skills for teaching reading and the highest self-concept. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01