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This is to certify that the

thesis entitled

AN INVESTIGATION OF SOME RELATIONSHIPS
BETWEEN SELF-ACTUALIZATION AND CHILD-
CENTEREDNESS AWNG TEACHERS

presented by
Norman Robert Sterchele

has been accepted towards fulfillment
of the requirements for

Ph . D Education
degree in

 

 

ngéfi Mafia ,8

Major professor

 

Date 8-10-73

 

0-7639

ABSTRACT

AN INVESTIGATION OF SOME RELATIONSHIPS BETWEEN SELF-ACTUALIZATION
AND CHILD-CENTEREDNESS AMONG TEACHERS

BY

Norman Robert Sterchele

Drawing on the description of Rogers' "Persons” and Maslow's
"Self-Actualizing Person", this study was an attempt to describe
the differences which exist between child-centered and authoritarian
teachers. The study was designed to determine which group of teachers
was more self-actualizing and specifically, which factors of self-
actualization were significant as differences between these two
groups.

The study pOpulation was drawn from Michigan State University
Education 450 class. This course (School and Society) normally is
the last education course required in a student's undergraduate
education program. From the five-hundred and three students enrolled
during the Winter term, 1973, a random.sample of seventy-four was
derived and became the population for investigation.

Each of the persons involved in the study (n=74) was administered
three instruments: a survey sheet, the Minnesota Teacher Attitude
InVentory and the Personal Orientation Inventory. The survey sheet
yielded demographic data deemed pertinent to the study and the
two other instruments were utilized to test the hypotheses upon which

the study was built. The MTAI functioned to separate two groups from

ti

rn

l'l‘

Norman Robert Sterchele
the sample population. These groups; child-centered (n=25) and
authoritarian (n-25), served as self-actualization comparison
groups and were determined as high MTAI scorers (child-centered)
and low'MTAI scorers (authoritarian), with the middle group (n=24)
dropped from further study.

The Group I teachers (child-centered) and Group II teachers
(authoritarian) were compared on the basis of POI scores. The
repeated measures treatment reveled the child-centered group to be
the most self-actualized (.05 level) with the variance entirely due
to high inner-direction.

Utilizing the one way ANOVA, both groups were next compared
on the ten subscales of the P01. The child-centered group received
higher scores than the authoritarian on all ten of the scales.

The child-centered group rated significantly higher than the
authoritarian on Spontaneity, and Self-Acceptance (in spite of
weaknesses) both at the .05 level. Group I personnel were also
determined to score significantly higher than Group II teachers

on the P01 subscale measuring Capacity for Intimate Contact. This
significance was determined to be operationally significant though
only at the .056 level.

The conclusions which were drawn from the data provided
through this study were: (1) child-centered teachers are more self-
acutalized than authoritarian, (2) the differences between groups
is especially significant on three subfactors of self-actualization,
Spontaneity (free expression of feelings), Self-Acceptance (in spite of

weaknesses), and finally capacity for Intimate Contact (ability to form

personal relations).

Norman Robert Sterchele
Should Rogers be correct when he states, about educators, that
"only persons can grow persons", it seems important than that schools
of education and hiring institutions should consider those factors
which coalesce to make up the most "person-like" educators. Given
these factors both preservice and inservice programs could be designed

to facilitate their development in teachers.

AN INVESTIGATION OF SOME RELATIONSHIPS BETWEEN SELF-ACTUALIZATION

AND CHILD-CENTEREDNESS AMONG TEACHERS

BY

Norman Robert Sterchele

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1973

\
('1 ’9Q
(NO Acmomncmms

As must be true with all doctoral students, there have been
so many positive influences upon me that it is impossible to recall
and list each and every one. Of those who remain in my mind there
four distinct groups of persons to whom I am deeply indebted.

To my family who were patient through these added years of
schooling and most certinaly through the dissertation period.

To my committee which was composed of a most unique group
of men, each with complementary talents.

To the persons whom I have come to know in the College of
Education and elsewhere on campus.

To fellow students and co-workers whose help on this dissertation
and my own personal growth is immeasureable.

To Susan, David and Katie Sterchele.

To Drs. Blackman, Chairman, Dale Alam, George Ferree and
Griffith Freed.

To Drs. Louise Sause, James Snoddy, William Joyce, Glenn Cooper,
Keith Goldhammer, William Force and John Suehr and R. G. Rex and
finally,

To Michael Dojka, Ann Shelley, Michele Slack, Judy Little,
Fran Fowler, George Sargent, Mike Pasternak, Mike Kenney and Bill
Nicholas.

A very sincere thank you and the hope that I may be as helpful
to others as you have been to me.

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS . . . . . . . . . . . . . . .

LIST OF TABLES . . . . . . . . . . . .

LIST OF FIGURES . . . . . . . . . . . .
Chapter
1. THE PROBLEM . . . . . . . . .
INTRODUCTION . . . . . . . . . . . .
STATEMENT OF THE PROBLEM . . . . . .
NEED FOR THE STUDY . . . . . . . . .
OVERVIEW OF STUDY . . . . . . . . .
IMPLICATIONS AND LIMITATIONS . . . .
ASSUMPTIONS . . . . . . . . . . . .
LIMITATIONS . . . . . . . . . . . .
GENERAL DEFINITION OF TE . . . .

2.

3.

HYPOTHESIS . . . . . . . . . . . . .
OVERVIEW OF THE DISSERTATION . . . .

THE STUDENT-TEACHER RELATIONSHIP . .
THE CHILD-CENTERED AND AUTHORITARIAN
TEACHER.MODELING . . . . . . . . . .
SUMMARY OF CHAPTER . . . . . . . . .

DESIGN AND METHODOLOGY . . . . . . . .

DESCRIPTION OF POPULATION AND SAMPLE
The Population . . . . . . . . .
The Sample . . . . . . . . . . .

DESIGN OF THE STUDY . . . . . . . .

MENNESOTA TEACHER ATTITUDE INVENTORY
Validity and Reliability . . . .

THE PERSONAL ORIENTATION INVENTORY .
Validity of Instrument . . . . .
Reliability of Instrument . . . .

TESTABLE HYPOTHESES . . . . . . . .

HYPOTHESES STUDY DESIGN . . . . . .
H01 Design . . . . . . . . . . .

iii

0 I O O O

ASSUMPTIONS AND A REVIEW OF SELECTED LITERATURE

TEACHERS

Page

ii

vi

13

14
18
24
26

29

29
29
30
32
32
34
36
39
40
40
41
41

Chapter

4. RES

iv

H02 Design . . . . . . . . . .
SUWRY O O I O O O O O O O O

EARCH AND ANALYSIS OF RESULTS . .

INTRODUCTION TO CHAPTER . . . . .
METHODOLOGY . . . . . . . . .
SAMPLE RESULTS AND THE MTAI . .
STUDY SAMPLE AND THE POI . . . .
STATISTICAL TREATMENT OF RESEARCH

ASSUMPTION

NULL HYPOTHESES AND STUDY RESULTS .

SUMMARY OF CHAPTER . . . . . . .

5. SUMMARY, CONCLUSIONS, DISCUSSION AND

FORFURTHERSTUDY. . . . . . . .

THE STUDY . . . . . . . . . . . .

CONCLUSIONS . . . . . . . . . . .
DISCUSSION OF RESULTS . . . . . .
UNPREDICTED OUTCOMES . . . . . .

LIMITATIONS OF THE STUDY . . . .
SUGGESTIONS FOR FURTHER RESEARCH

SUGGESTIONS AS AN OUTGROWTH OF THE CURRENT STUDY

SWY O O O O O O O C 0 O O O O

6. REFLECTIONS . . . . . . . . . . . .

BIBLIOGRAPHY

APPENDICES

IMPLICATIONS

Page

42
43

44

45
47
48
48
56

58

60
63

68
69
71
72
73
74
77

82

Table

4.1

4.2
4.3
4.4
4.5
4.6
4.7

4.8

5.1

5.2

5.3

LIST OF TABLES

Teaching Field Placement for Determination of MTAI
Percentile Rank . . . . . . . . . . . .

Study Group Divisions . . . . . . . . . . . . . .
Study Group Composition . . . . . . . . . . .
Study Group Division by Teaching Field Placement
Group I and Group II Overall Self-Actualization .
Transformed POI Scores Across Groups . . . .
Explanation of POI Subscale Symbols . . . . . . .

Comparisons of Study Group Mean Scores on POI Sub-
scales 0 O O O O O I O I O I O I O O O I O O O 0

Comparison of Rogers' "Person" and.Maslow's "Self-
Actualizing Person" . . . . . . . . . . . . .

Foulds, Selected Pre and Post Test Data Across Groups

Comparison of Study Groups, Self-Actualized and
Normal Means . . . . . . . . . . . . . . . . .

Page

45
46
47
47
49
50

52

54

65

66

69

LIST OF FIGURES

Figure Page

4.1 Cell Means Post Transformation to Cause Equal Pooled
Standard Deviations for Both Measures of Self-
Actualization . . . . . . . . . . . . . . . . . . 51

4.2 Group Profiles Across Ten POI Sub-Scales . . . . . . 55

vi

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CHAPTER I

THE PROBLEM

Introduction

 

Historically, one of the often stated functions of our
educational system has been the preparation of our nation's young
to assume the role of responsible citizens. This mandate has been
interpreted as the cognitive development of the student. The schools
have seen their function as being that of disseminators of specific
bodies of knowledge and evaluators of the student's progress in the
acquisition of these bodies of knowledge. Through the generations,
a variety of motivational techniques have been utilized toward this
end. The span of techniques has ranged from the use of threat in
the form of a hickory stick to the use of M.& M's or tokens as
rewards for achievement of educator-defined goals. Financial
rewards have also seen their place in this system of positive or
negative reward.

Currently, educational attention has shifted from reward to
the educational process itself in an effort to become more efficient
in its function. New practices have emerged which include:

1. Cognitive mapping-~in which the student's learning
style is analyzed in an effort to match informational
input.

2. Performance-based curriculum--a curriculum in which
information is broken down into bite-sized chunks which

1

are immediately evaluated before the student is allowed
to progress to the next level of SOphistication.

3. Differential staffing--staffing practices which rely on

an amalgamation of teacher capabilities for a team
approach which is designed to enhance the quality of a
student's educational contacts.

Slowly, during the last four generations a second beachhead
has been established, one which has added yet another dimension to
the function of the American educational system. Beginning with
progressive education and John Dewey, this second thrust is concerned
with the student's affective development. Currently this affective
concern focuses on the student's self-image and methods for its
development. Basic to this concern is the understanding that
confidence and belief in self allow the student to increase his
ability to assimilate the knowledge which is taught to him both in
the schools and in the larger society, and to be more creative in its
application. Of equal importance is the concern that the student is
able to enjoy his life and to relate to others in such a way that
personal growth continues because of the interaction. Current
programs which reflect this concern may be represented by the:

1. Open classroom concept--a concept of the student as the

director of his educational goals (most often within a

defined curriculum). Here the function of the teacher

 

1The list of educational practices included here is not
intended to be exhaustive of current educational methods and inno-
vations. It is included merely to represent some currently
popular cognitive programs.

3
becomes one of facilitator in helping the student move
toward his goals as efficiently as possible.

2. Values clarification approach--an approach in which the
teacher acts as a task designer and process observer,
clarifying the student's thought processes in an effort
to help him understand why he makes the decisions he does
and the ramifications of those decisions.

Characteristic of these latter two approaches is a new
program being instituted at the University of North Carolina (and in
progress at many free schools throughout the United States). Here
the student is encouraged to develop his own educational program
tailored to meet his own individual needs as he perceives them.

It is an:
Individualized, Open curriculum program.in relation
to individual strengths, weaknesses, interests and

continued growth, as guided by a committee of
faculty and peers representing several disciplines.

2
It is assumed throughout this dissertation that both the
cognitive approach and the affective approach to a student's

education calls upon differing teacher skills.3

The cognitive mapping
strategies as well as the performance based and differential staffing

approaches will emphasize, and require the use of a teacher's logical

 

2John B. Chase, et. al., "A Goal Description of the College
of Human Development and Learning", (unpublished paper from the
University of North Carolina, 1972).

3The dichotomization of cognitive and affective learnings is
here, and throughout this paper, made for construct purposes only.
It is not intended to imply that one method of experiencing can or
does exist independently of the other nor that they are mutually
exclusive.

4
and cognitive skills. To participate in the latter two affective
approaches requires an emphasis on a teacher's relational ability
to facilitate the student's process and decision making abilities.

Rogers describes the one who is in process as:

. . . a person who is more open to all of the elements
of his organic experience; a person who is developing
a trust in his own organism as an instrument of
sensitive living; a person who accepts the locus of
evaluation as residing within himself; a person who

is learning to live in his life as a participant in

a fluid, ongoing process, in which he is continually
discovering new aspects of himself in the flow of

his experience.4

It is further assumed that for a teacher to Operate
effectively in an affective domain, he will have to evidence a
child-centeredness as described by Cook, et. a1.:

. . . the ability to deal effectively in a relation-

ship characterized by mutual affection, harmonious

relations and sympathetic understanding. The child
centered teacher likes teaching, rarely needs to use
traditional discipline measures and facilitates an

atmosphere of creative Endeavor and intense interest
in the work of the day.

Statement of the Problem
The current investigation is an effort directed at the
identification of child-centered teachers, as indicated by the

Minnesota Teacher Attitude Inventory and the definition of these

people in self-actualization terms as measured by E. L. Shostrom's

 

“Carl R. Rogers, On Becoming a Person, (Boston: Houghton
Mifflin Company, 1971), p. 124.

5Walter Cook, Carroll Leeds, and Robert Callie, Minnesota
Teacher Attitude Inventory Manual, (New York: The Psychological
Corporation, 1965), p. 3.

v"!

Personal Orientation Inventory. Three questions are preposed for

 

study:

Is the degree of self-actualization related to the
degree of child-centeredness of teachers?

Do teachers who have been identified as child-centered
describe a unique profile when compared to authoritarian
educators on a scale of self-actualization?

Which facets of self-actualization are most indicative

of the child-centered teacher?

Need for the Study

 

Professional certification of teachers is currently based on

the acquisition of competencies, as evidenced by graduation from an

accredited institution with an approved program of studies. The

program is concerned with and directed toward the acquisition of

credits in an approved program. In the elementary education program

at Michigan State University, for example, this means the completion

of:

A B.A. degree (a minimum of 180 term hours),

The University College courses,

Completion of one certification major of at least 45
credits and one minor of at least 30 credits,
Completion of certain credits of general liberal

coursework, and

6
5. Completion of certain professional education courses in
education. In these courses the student must earn an
average grade of 2.0 before he may do his student
6
teaching.

It is possible and even probable that a student progressing
through his program, leading to certification, will not come into
contact with one full course devoted to the strengthening of his
affective skills and thus, not preparing him to teach in a program
dependent on a child-centered approach to the learner. Viewing this
cognitively oriented program and the educational practices which
follow from it, Rogers poses the question:

Can schools grow persons? From my experience, the

answer is definitely NO! I have found that no

institutions, no carefully planned program or

curriculum can grow persons. Only persons can grow

persons. So what can we do to ensure that the

employed personnel in our schools . . . are first

and foremost persons in their own right?

Child (person) centered approaches in education indicate a need
for personnel who possess facilitative interpersonal skills. Since
teacher preparation institutions, as exemplified by Michigan State
University, are not currently filling this need, this study has
potential for pointing up the existing problem and beginning to

identify those skills which are indicative of the child-centered

approach.

 

6College of Education, Michigan State University, "Elementary
Education Program Planning Guidebook", (East Lansing: Michigan State
University, 1969), p. 1.

7Carl R. Rogers, "Can Schools Grow Persons", Educational
Leadership, Journal of Association for Supervision and Curriculum
Deve10pment, XXIX, No. 3, (December, 1971), p. 215.

 

Overview of Study

 

For the purposes of the present study, two groups of post
student teachers are identified. These persons were randomly
selected from a population of 503 students enrolled in Michigan State

University's Education 450, School and Society, Winter Term, 1973.

 

Each participant in the investigation was administered the
Minnesota Teacher Attitude Inventory in order to distinguish a
child-centered group and an authoritarian group from the total
sample. (High scorers on the instrument were termed child-centered
while low scorers were termed authoritarian.) During the same

test session, the Personal Orientation Inventory was also administered.
It is the latter instrument which was to yield the data necessary
to test the hypotheses of the study, answering the questions: Are
child-centered personnel more self-actualized than authoritarian?
and which factors of self-actualization discriminate best between

the two groups?

Implications and Limitations

The study being described here is designed to identify
those characteristics which differentiate child-centered from
authoritarian personnel. Specifically self-actualization factors
which are most characteristic of the child-centered teacher will be
identified. Hopefully, as a result of such factor identification,
teacher education institutions and employing schools will be better
able to design programs which will facilitate the development of the
desired characteristics.

Should teacher education institutions be interested in

the development of child-centered educators, the data revealed

8
through this study should allow them focal points around which programs
may be built, environment appraised, screening processes revised,
and in-service education developed. Questions could be formulated
with which current programs may be examined. Questions such as; Which
aspects of the teacher education program contribute toward self-
actualization? Which militate against the process? Does a three
hour, ten week term, contribute toward child-centeredness or might
differing time blocks better serve this purpose? How do faculty
personalities affect the self-actualization of students?

The foregoing questions take on new meaning when asked in
light of specific goals as may be uncovered in this study.

Along with the excitement of uncovering new, more specific
goals for teacher education programs the reader is cautioned to
consider these results in light of the limitations placed on their
generalization. These assumptions and limitations which have thus

far been identified are:

Assumptions

A. All data gathered in this study were self report data
Aobtained via instrumentation. (Assumptions regarding
the validity of data must of necessity coincide with
test authors i.e., it is assumed that student teacher
self-reports on both instruments will behonest self-
assessments.)

B. It is assumed that the correlations between test results
and actual classroom and personal behavior will be high.

C. In cdnducting the present study, it is assumed that

the instruments employed do not test identical personality

Limitations

A.

9
factors. Child-centeredness and authoritarianism.as tested

by the Minnesota Teacher Attitude Inventory, are not the

 

same characteristics as self-actualization as tested by

the Personal Orientation Inventory.

 

The term teacher, as used in this proposal, is in
actuality, a post-student-teaching senior with limited
experience. Because of this limitation, generalizations
to other populations should be made with caution.

The discrepancy between instrumentation data and actual,
observed, behavioral data must be considered when
analyzing the results of this study. Since all data
reported herein is of the instrumentation type it is
considered a limitation when drawing conclusions or
inferences about actual classroom behavior.

No matter how often persons who are given instruments, such
as the POI and MTAI, are reassured that their answers on
the inventories will have no effect on their grade or any
other facet of their life, they nevertheless tend toward
giving the "right answers" to varying degrees. This
cosmetic effect is a limitation when drawing inferences
from the data.

The original random sample was comprised of one hundred
and twenty-six seniors. The group actually studied
numbered seventy-four. The attrition introduces a
self-select bias which acts as a limitation on the

ability to generalize from study results.

10
E. Students who took part in the study have had no full-time
teaching experience. This lack of experience is seen
as a limitation when generalizing from the study results

to in-service personnel.

General Definition of Terms

 

Student teacher. The student teacher (referred to in this
study as teacher) is a senior education student at Michigan State
University who has completed his student teaching experience and is
currently enrolled in his last education class (ED 450) prior to

graduation and certification.

Self-actualization. Self-actualization, as referred to in

 

this study is a continuum of evolution characterized by the following
processes: 'movement from outer support needs to an inner support
system, movement toward time competence or the ability to live
primarily in the present relatively free from ties to past or plans
for future which limdt the ability to live fully in the present.
(These criteria are further broken down into factors for testing and

description purposes.)

Child-centeredness. Child-centeredness is the ability to
deal effectively with children in a relationship characterized by
mutual affection, harmonious relations and sympathetic understanding.
The child-centered teacher likes teaching, rarely needs to use
traditional discipline measures and facilitates an atmosphere of

creative endeavor and intense interest in the work of the day.

11

Personal growth. Personal growth is the process of becoming

 

a more adequate human being. This process is characterized by a
growing internal evaluation system and less reliance on outward
evaluations of self. The more adequate the person feels about
himself, the more he views himself as a competent and personally
attractive individual. Other aspects of this growth are the same

as those defined in self-actualization.

Open classroom. The open classroom is a teaching situation

 

in which the teacher attempts to provide a learning atmosphere where
the child may progress at his own rate within a wider range of
approved activities. This is contrasted to the traditional classroom
in which the teacher attempts to move all students, in mass, through

a standard curriculum.

Authoritarian teacher. A teacher whose attitude toward

 

children is characterized by favoring the absolute obedience to
authority. This person applies the same rigid standards and

evaluation to all students and sees himself in the role of evaluator'and
dissiminator of a set body of knowledge with the expectation that

all students should achieve preset standards of perfection. To gain
these ends the authoritarian teacher utilizes traditional disciplinary

measures .

Hypotheses

 

This study has been developed to test the following hypotheses,
as stated in null terms.
H01 There is no difference between the child-centered

teacher and the authoritarian teacher. These differences

12
are measured by the two major scales of the Personal

Orientation Inventory, which yield a general measure

 

of self-actualization.
H02 There will be no significant differences between child-
centered (Group I) and authoritarian teachers (Group II)

on each of the ten sub-scales of the Personal Orientation

Inventory.

Overview of the Dissertation

Contained in Chapter I is the introduction and need for this
study. This is followed by the statement of purpose, definition of
terms and finally the hypotheses on which the study is built. A review
of literature pertinent to the study will be presented in Chapter II.
The third chapter will be devoted to a description of the study,
including its design, sample description, methodology, instrument
description and a statement of testable hypotheses as well as the
analytical procedures used. Chapter IV is devoted to a presentation
and analysis of the findings of the study, while Chapter V will contain
a summary of results with conclusions drawn and implications and

limitations stated.

CHAPTER II
ASSUMPTIONS AND A REVIEW OF SELECTED LITERATURE

This chapter is intended to serve three functions: (1) to
delineate the key concepts upon which the dissertation is constructed,
(2) to review the literature pertinent to each of the key Concepts,
and (3) to place each of the concepts reviewed in perspective, to
focus upon the thought flow which has become thelbasis for the study.

The three key concepts around which this chapter is organized
are:

l. The relationship which develops between the student and
the child-centered teacher can be one in which the
student's and teacher's belief about self-goodness and
ability are raised.

2. To become a child-centered teacher presupposes a positive
belief about children. To hold such a view, the teacher
must also believe in himself and be more emotionally stable
than teachers who display a more authoritarian approach
toward students.

3. Students learn not only from.the school curriculum but
also from the behavior modeled by the teacher in the

classroom.

13

14

The Student-Teacher Relationship

Implicit in this study is the assumption that the relationship
which is established between the student and the teacher has an
important effect upon the student's self concept of ability. Further
this self concept of ability acts as a limiting factor upon the
student's performance both inside and out of the classroom. When
Rogers states that "only persons can grow persons"8 he is referring
to the relationship which exists between two individuals as a potential
growth experience. This relationship can be an experience which acts
to raise a person's concept of his "I can-ness" or sense of empowerment.
Conversely, the relationship can also lower that self concept and
diminish the belief in ability of either party in the diad. Relating
this concept directly to education, Rappaport cites three studies to
evidence this effect.

It has also been shown in many different ways that

the social-emotional quality of the child's

relationship'with his teacher is associated with

his school achievement. For example, the personal

values of teachers are more similar to those of

their high achieving pupils than they are to the

values of low achievers (McDavid, 1959); high

achievers receive more approval from teachers than

low achievers (Battle, 1957); and patterns of

teacher approval-disapproval are directly related to

children's self-concepts (Davidson and Lang, 1960).

The latter authors also noted that children with

negative self-concepts tend to be poor achievers
from lower social class backgrounds.

 

8Rogers, 92. 993., pp. 215-217.

9Leon G. Rappaport, Personality Deve10pment, The Chronology
of Experience, (Glenview, Illinois: Scott Foremman and Company,
1972), p. 225.

15
Arthur Combs lends further weight to the belief that a
child's self concept is affected by his relationship with the
teacher in the classroom when he states:

The perceptual view of behavior emphasizes that
present experience in the classroom can affect

the child's perceptions in the same fashion as his
experiences outside of the classroom. The child
who sees himself as unliked, unwanted, unaccepted
or unable can be helped by the teacher's own
behavior toward him, even though neither he nor
his teacher may have any idea whatever of how he
came to feel as he does.

Not only can the relationship which develops between the
teacher and the student be considered therapeutic in terms of
remediation of an existing low quality self perception but it can
also be thought of in terms of a growth experience. This experience
needn't begin from a hypothetical point below a mean or normal as
implied in the quotation above, but begin at a point at or above the
norm and continue the concept of growth when the student contacts
Sidney Jourard's self-disclosing teacher.

I encourage teachers, at all levels, to disclose

to students, not just the syllabus that they are

hired to dispense, but also their views on good

and bad, politics, ethnics, religion, metaphysics

and family life so that students can encounter pluralism

in ways of seeing life and living it. I would

insist that even in present day training insti-

tutes, a step toward education could be taken

if trainers were not penalized for showing students
the way in.which they, the trainers were whole men.

 

1oArthur W. Combs and Donald Snygg, Individual Behavior, (New
Yerk: Harper and Row Publishers, 1959), p. 317.

11Sidney'M. Jourard, "Human Revolution, Confronting the
Realistics of 'Them' and 'Us'", To Nurture Humaneness, (1970 Yearbook
of the Association for Supervision and Curriculum Development,
washington, D. C.), p. 61.

16

The literature is replete with descriptions of the facili-
tating teacher, the self disclosing teacher, the self actualizing and
authentic teacher. These tend to show common indices as well as
goals. They are based upon common philosophies. Those philosophies
are summarized by this author as being:

If I am.honestly present with my students,

If I am.free to hear what they are truly saying,

If I am.free to honestly react to the questions which they
pose and,

If I have established a rapport and an atmosphere whereby
students can feel free to dialog with me (and others)

Then the student will feel free to disclose those questions
which are closest to the heart of his experience and being,
those questions which, when dealt with, lead to personal
growth and a greater belief in self.

And, therefore, knowing that this growth is taking place will
give me a sense of accomplishment which will lead to my

own growth as well.
Carl Rogers cites a study by McDonald and Zaret which lends
emphasis to the case for an open student-teacher relationship:

When teacher behaviors tended to be 'open'-clarifying,
stimulating, accepting, facilitating--the student
responses tended to be 'productive'--discovering,
exploring, experimenting, synthesizing, deriving
implications. When teacher behaviors tended to be
'closed'--judging, directing, reproving, ignoring,
probing or priming-~the student responses tended to
be 'reproductive'~~parroting, guessing, acquiescing,
reproducing facts reasoning from.given or

remembered data.lé

To press the point of the importance of the teacher's place

in the student-teacher relationship, Rogers goes even further in a

 

12Carl R. Rogers, Freedom to Learn, (Columbus: Charles
Merrill Publishing Company, 1969), p. 118.

17
speech given in Arizona before the Council of Chief State School
officers. Here he explained that if he had one wish for education

he would wish that:

. . . every teacher at every level would forget that

he was a teacher. He would develop complete amnesia
for teaching skills which he has painstakingly acquired
over the years. He would find that he was absolutely
unable to teach. But in place of these abilities he
would find himself holding the attitudes and possessing
the skills of the facilitator of learning. It would
change the goal of the education system from.teaching,
which I see as a very over-rated function, to the
facilitation of learning which I regard as the goal

of the future. . . . The facilitator would pose
questions of his students: What do you want to learn?
What things puzzle you? What are you curious about?
What issues concern you? What problems do you wish
you could solve?13

The direction which is taken by Rogers' facilitator of
learning is a cogent example of a role teachers can play in the self
concept development of their students. He not only recognizes the
student's ability to learn, as do other educators, but he goes the
further step in recognizing the student's ability to direct his own
learning. The facilitator also recognizes his place in helping the
student clarify his educational direction but he does not substitute
a prescriptive plan. The facilitator brings to the relationship a
‘wisdom and understanding born from.his years of maturity and
experience. He displays, as well as holds, a positive belief in the

student's ability and it is the display of his belief that leads the

 

13Carl R. Rogers, "Self Directed Change, An.Answer to the
Educational Crisis", (unpublished transcript of a speech given
before the Council of Chief State School Officers in Phoenix,
Arizona, November 17, 1969), pp. 6-7.

18
learner toward an enhanced picture of self, just as surely as the

pride he feels when he accomplishes his self-set tasks.

The Child-Centered and Authoritarian Teachers

In the preceding section a case has been made for the
existence and importance of an open relationship between the teacher
and the student. Now, taking the present school milieu into
consideration, it is pertinent to describe the teacher who could
best function to implement that relationship.

Citing growth in self directedness, personal and social
responsibility, spontaneity and critical problem solving as essential
goals of the education process, Dandes states:

. . A number of teacher characteristics emerge

which seem to be associated with student development

in these directions. Four of these teacher charac-

teristics are, permissiveness or warmth, absence of

authoritarianism, Openness of belief systems and

liberalism of educational viewpoints . . . Therefore

a larger component of what makes an effective teacher

seems to be the degree to which he is psycholog-

ically healthy or self actualizing or fulfilling

his uniquely human potential.1

Like the teacher, Abraham.Maslow sees the industrial manager
in a position of nurturing growth in the business sphere. He cites
four assumptions which the manager must be able to make should he
expect his employees to grow personally in their positions:

1. Assume everyone is to be trusted.

2. Assume everyone is to be informed as completely

as possible of as many facts and truths as
possible (everything relevant to the situation).

 

14Herbert M. Dandes, "Psychological Health and Teacher
Effectiveness", Journal of Teacher Education, XVII, No. 3, (Fall,
1966), pp. 301-306.

l9
3. Assume in all people the impulse to achieve.

4. Assume no dominance/subordination hierarchy in
the jungle sense or authoritarian sense.

The quotation from‘Maslow has been inserted at this point
not only to lend emphasis to the text, but also to give the reader a
feeling of the strength one must possess to be able to make and
live the assumptions. The child-centered person, when operating from
such a base, displays a great belief in the persons within his
classroom as well as others with whom he comes into contact. Strength
and trust seem to be the major characteristics which immediately
come to mind when we think of the child-centered teacher.

Thomas Harris would describe the child-centered teacher's
view of his students, in terms of transaction analysis, as an "I'm
O.KQ You're O.K." position whereas he would describe the
authoritarian stance as emanating from either an "I'm O.K.--You're
Not O.K." position or from an "I'm not O.K., You're not O.K."
pattern316

To further elaborate on the stances taken by child-centered
teachers and to match these stances with Harris' "I'm O.K.--You're
O.K." it is relevant to include Arthur Combs' list of five views
good teachers take of themselves:

1. Good teachers see themselves as identified with

people rather than withdrawn, removed, apart
from or alienated from others.

 

15AhrahamH. Maslow, Eupsychian.Management, A Journal,

(Homewood, Illinois: The Dorsey Press, 1965), p. 17.

16Thomas A. Harris, I'm O.K.--You're O.K., A Practical Guide
to Transaction Analysis, (New York: Harper and Row, 1969).

 

20

2. Good teachers feel basically adequate rather than
inadequate. They do not see themselves as generally
unable to COpe with problems.

3. GOOd teachers feel trustworthy rather than
untrustworthy. They see themselves as reliable,
dependable individuals with the potential for
coping with events as they happen.

4. Good teachers see themselves as wanted rather
than unwanted. They see themselves as likeable
and attractive (in a personal not physical sense)
as Opposed to feeling ignored and rejected.

5. GOOd teachers see themselves as worthy rather
than unworthy. They see themselves as people
of consequence, dignity and integrity as Opposed
to feeling they matter little, can be overlooked
and discounted.

When we compile the characteristics Of effective teachers
which have been enumerated by Dandes and Combs, a profile of
accepting warm personalities who are not afraid tO venture into
the experimental, is developed. These people are self affirmed and
confident. They View the student as having a great deal Of potential
and it is their task, as teachers, to help (allow) the student as far
toward his potential as the life Of the relationship will allow. These
persons have an additional attribute. They are possessed of a curious
nature. Harold Seymour describes these persons as:

. . . curious enough to want to travel, read

some current new books, visit art exhibits, and

enjoy a good healthy social and family life In
short, they are people as well as pedagogs.

 

17Arthur W. Combs, The Professional Education Of Teachers,
(Boston: Allyn and Bacon Company, Inc., 1965), pp. 70-71.

V

18Harold Seymour, "Personality Traits for Teachers', Journgl

Of Teacher Education, XIV, NO. 2, (June, 1963), p. 205.

 

21

The foregoing description Of the effective, child-centered
teacher is not to be construed as a naive approach to students. The
child-centered teacher does not say nor affirm that all actions Of
his students are good, positive deeds. He would, however, when
faced with a problem situation attempt to understand the situation
and the etiology behind it. His effort would be directed toward
helping the student correct his approach and to achieve more positive
outcomes, or to employ less destructive means the next time he is
faced with similar circumstances.

One Often gets the feeling that Jourard, Maslow, Rogers or
May are describing a Jesus-like personality when they describe
their positive personalities: One who, when hit on the side Of the
face with an eraser or a yardstick, would turn the other cheek.
Quite the contrary, they are really describing a hardheaded realist
who has been fortunate in having a background Of growth-producing
experiences, and who has come to expect the same performance from
those with whom he comes into contact. When his expectations
are not met he is willing to take the time to help wherever he can.

Maslow makes a specific effort to dispel the angelic image
Of his self-actualizing person when he refers to such persons as
able to:

. . see the fresh, the raw, the concrete, the

ideographic, as well as the generic, the abstract,

the rubricized, the categorized and the classified.

Consequently, they live far more in the real world

Of nature than in the verbalized world Of concepts,

abstractions, expectations, beliefs and stereotypes
that most people confuse with the real world.19

 

19Abraham H. Maslow, Motivation and Personality, (New York:
Harper and Row, 1954), p. 228.

 

22

They too are equipped with silly wasteful and
thoughtless habits. They can be boring, stubborn
and iigitating . . . temper outbursts are not
rare.

Like the person who looks upon the models of Maslow, Rogers,
etc., as angelic beings, the teacher who reads of the psychologically
healthy personality and attempts to imitate his behavior is also in
error. The behaviors of such self-actualized persons are born of
experience and understanding. Mere imitation21 of behaviors more
often than not backfires, and the efforts of such persons collapse
of their own weight, leaving the actor with feelings of discouragement
and perhaps despair. The consequences of such occurrences may lead
the experimenting teacher to develoP (uncover) an authoritarian
approach to students or even react by leaving the profession as did
Miss P.

Where there is lack of good ego strength, feelings

of doubt or guilt may prevent the teacher from

asserting himself and the teaching situation may

deteriorate and become disorganized. Miss P., for

instance, showed extreme personal insecurity.

Children in her classes in an elementary school

insulted her to her face and became unruly and

unmanageable. This teacher's feeling of weakness

invited more aggressiveness and hositility than she

could control, and as a result she was forced to
step out of her teaching position.22

 

2oAbrahamH. Maslow, Towards a Psychology of Being, (New York:
Van Norstrand and Company, 1968), p. 137.

21The author here differentiates between authentic and
imitation behaviors. The authentic behavior arises from the person's
value system and is congruent with his philosophical stance, in essence
the behavior fits with his world view. The imitation behavior is a
result of copying or mimicing behavior seen in Others. At the point
of adaption the behavior does not seem to fit the personality.

22Douglas E. Scates, "Teaching as a Function of the Teacher's
Personality", The Journal of Teacher Education, V, No. 2, (1954),
pp. 79-840 '

23

Two trends seem to develOp from the survey of the literature
to this point. The trends are very complementary. Previous citations
have provided the grounds for the first generalization while the
second will gain its support from the literature cited in following
quotations. These generalizations are stated as:

1. The democratic, child-centered teacher exhibits more Of
those characteristics associated with an adequate,
integrative personality.

2. The authoritarian teacher exhibits behaviors which
characterize the insecure personality.

Supportive evidence for the second generalization, that
authoritarianism is correlated with insecurity, comes from the
psychological literature. Fromm, when dealing with defense
mechanisms Speaks Of authoritarianism as an effort to dominate and
overcome feelings of insecurity.

. . the lust for power is not rooted in strength

but in weakness. It is an expression Of the inability

of the individual self to stand alone and live. It is

a desperate attempt tO gain ggcondary strength where

genuine strength is lacking.

Rappaport cites two studies as evincing the outcomes of both
the child-centered and authoritarian approaches to students in the
classroom:

Anderson and Brewer (1946) Observed that domineering

teachers produce something like an authoritarian

atmosphere: Children do their bidding passively and

try to evade tasks by looking around and engaging in

stealthy conversation. 'Integrative' teachers tend
to produce a democratic atmosphere in their rooms;

 

23Eric Fromm, Escape from Freedom, (New York: Hearst
Corporation, 1972), p. 184.

24

children show more spontaneity, initiativezznd easier
social relations, (Harvey, et. al., 1968).

The inadequate teacher personality is not only reflected in
authoritarian behavior but also in the use of a variety Of devices
aimed at controlling student behavior. Scates cites sample
control methods used by such teachers:

One of the principal difficulties which render
teachers ineffective is a feeling of inadequacy,
insecurity, and inferiority. Feelings of inade-
quacy in the teacher affect his relationships with
his pupils and tend to evoke aggressive responses
from them. Teachers adjust to their feelings of
personal weakness in various ways. A charac-
teristic way is to become overaggressive, blunt,
dictatorial, bossy, unfeeling, snappish. In

other cases, the teacher who feels inadequate will
use other tactics such as ingratiation, attempting
to appeal to a pupil's honor or pride, attempting to
make the work amusing or superficially interesting,
cracking jokes, and employing other devices
intended to buy pupils Off. Such characteristics
are not learned 'methods'; they have antecedents
in the teacher's personality structure.

Teacher Modeling

 

Thus far in this review the student has been viewed as playing
a rather passive role in self-concept development in the classroom.
He has been portrayed as a person acted upon by the teacher i.e.,
when the teacher becomes more child-centered the student reacts in
a positive growing manner; when the teacher assumes an authoritarian
stance the student reacts by being passive or reactionary. A point

which has been submerged in the stimulus-response view Of the child

 

24Rappaport, 9p, Gig.

25Scates, 9p, Cit.

25
is that he is an active human being and that he tends to imitate
teacher characteristics and use them as models for his own behavior.

Should this imitation have a lasting effect on the student's
behavior (and the literature is mute on the subject) it would be
incumbent upon the schools tO select teachers who model characteristics
which are assessed as healthy and growth producing.

That modeling occurs is a phenomenon which has been documented
through various phases of the school experience. Gage cites two
experimental studies which were designed to measure the breadth Of
the model—imitator occurrence in nursery school age children. Citing
the results Of Bandura's study Of the effects Of nurturent teacher
behavior on the child's imitation Of non-relevant behaviors and
Milner's study on reading readiness he concludes:

It suggests that teachers, teacher trainers, and teacher

employers should give thought to the mannerisms

and behavior which, however irrelevant to the learning

much as the teacher's behaviors intentionally directed

toward helping the general growth of the child along

socially accepted and planned for lines.

Since the teacher's modeling effect on students is a documented
occurrence, it seems reasonable to not only caution schools when
selecting teacher candidates but also to request teacher training
institutions to provide for this phenomenon when structuring teacher
education programs.

It seems reasonable to expect that teacher educators as well

as future teachers could be chosen not only because Of their command

 

26N. L. Gage, Handbook of Research in Teaching, (Chicago:
Rand McNally and Company, 1963), pp. 825—827.

26
of their subject matter but also on the basis of their ability to
become, their openness to new experience. Consider a conversation
which the author has had with Dr. Dan Moore from.Western Michigan
University.27 During the conversation.Moore was asked what he
considered important in his teacher education program.and the students
enrolled. Though not a direct quotation, Moore listed challenges
which are new and novel like rafting the Colorado River, climbing a
mountain, parachuting from a plane. The commonality which he sees
in these experiences is that meeting challenges successfully are
helpful in a person's growth. MOore believes that educators who
are excited are exciting to a class. Those teachers who are Open to
experience are open to their students. The openness which the model
allows students to try out and experiment with new ways of Operating
in their own personal lives. They thus continue in a healthful,
growth producing manner, and then, in return, are more apt to be open
to their students. It is as if a student were saying he was Open in
his communication with me and that was good for me. Therefore, if I

am open with my students they will have the same good experience.

Summary of Chgpter
The relationship which develops between the teacher and student

can affect the student's perception of his capabilities not only in
the schoolroom.but in non-academic areas of his life. The behavior
which the teacher exhibits toward the student has an effect which

can be constructive or destructive to the student's self-concept.

 

27Daniel‘Moore, Personal Conversation at AACTE meeting in
Chicago, Illinois, February 22, 1973.

27

Not only does the individual relationship or diadic encounter
have an effect on the student, but the teacher's model of approaching
the total class has a similar effect on the student's outlook and
cues reaction in the class. The authoritarian approach to a class
elicits reactions judged as non or counter productive from a personal
growth standpoint, since student's reactions to this approach are
characterized by passivity, compliance and reactionary tendencies.
The child—centered teacher, is the teacher who elicits student
behaviors adjudged to be more psychologically healthy and the student
is characterized by creative decision making and involvement in the
business of the day.

The authoritarian approach is seen as emanating from an
inadequate personality and the child-centered approach from a more
integrative or more self-actualized stance.

Students not only incorporate teachers' evaluations in their
self concepts but also, in younger years, are prone to model the
behavior which the teacher, either intentionally or unintentionally,
exhibits in the classroom.

From these indices two suggestions are arrived at: (l) hiring
schools are requested to consider personality data when considering
candidates for teaching positions, and (2) training institutions
are requested to consider personality development in their curriculum
for teacher education.

Considering the research and the conclusions drawn therefrom,
this dissertation is aimed at pinpointing those personality charac-

teristics which seem to be highly important in the child—centered

28
teacher.28 Armed with the more precise description of such teachers,
it is believed that teacher training institutions would be better
able to tailor courses to the development Of such traits and that
hiring institutions would develop a more apprOpriate screening

apparatus for in-service programs.

 

28The identification of these characteristics is limited by
the study design and limitations imposed therein.1 The results reported
. . . ’7
are products of paper and penc11 1nstrumentation.~ They are self-
reports whose reliability in terms of congruence with behavioral

indices has not been determined.

CHAPTER III

DESIGN AND METHODOLOGY

It is the purpose of this study to describe populations Of
teachers in terms of self-actualization characteristics. In this
chapter the instruments used for data collection will be described, as
well as a sampling of the literature pertinent to their reliability
and validity. An introduction to the analytical framework and a

summary of the chapter concludes the section

Description of Population and Sample

The population. The final education course, which is

 

normally enrolled in by undergraduate education majors at Michigan
State University, is entitled Education 450, School and Sociggy.

In the usual sequence of work, students are enrolled in this course
the term following their completion of student teaching. Graduation
with a bachelor's degree normally is scheduled at either the end of
the term in which Education 450 is taken or in the term following.

In reality then, students enrolled for the Education 450 course can
be considered to be as close to practicing teachers as any population
available for investigation within the undergraduate university
setting. This class was chosen for study because the results derived
would be generalizable to a population of practicing teachers, as
well as to other education student populations; this, due to its

29

3O
placement in the undergraduate program and the amount of practical

experience attained.

The sample. The sample used in this investigation was drawn

from the 503 students enrolled in the School and Society (ED 450)

 

course, Winter term, 1973. A sample of one hundred and twenty-six
students was randomly selected from the original population.

During January, each Of the one hundred and twenty-six
students was sent a letter, inviting him to take part in the present
study (see Appendix A). These letters were followed by phone calls
which were intended to elicit and enhance commitment to participation
in one of thirteen, two-hour data gathering sessions. Once a positive
response was indicated by the student, he was sent a post card
reminder Of the time; place and name Of the person in charge Of that
session (Appendix B). This procedure Of letter, phone call,
reminder card, resulted in a final attendance at the testing sessions,
Of seventy-four Of the original one—hundred and twenty~six students
in the random sample. A breakdown Of attrition is included in Table
One, Appendix C.

During each Of the testing sessions, participating students
were asked to complete a survey sheet (Appendix D) and to respond to
two instruments: The Minnesota Teacher Attitude Inventory and the
Personal Orientation Inventory. The inventories' administration
yielded the data which is reported and analyzed in the following
chapter, while four questions (9A-D) from the survey sheet are
reported below to illustrate the educational background and self-

perceptions Of the sample.

31
Four questions deemed pertinent to this study were answered
by the sample population as follows: (The number in ( ) parentheses
represents the number of respondents choosing that Option on the
Lickert Type Scale.)

(9a) Your (student teaching) school atmosphere

NO Res 1 (2) 2 (7) 3 (3)4 (3) 5 (l4) 6 (15) 7 (8) 8 (9) 9 (7) 10 (2)
(6) Very Average Very
traditional liberal

 

(9b) Your classroom atmosphere

No Res 1 (0) 2 (0) 3 (6) 4 (0) 5(8) 6 (8) 7 (l9) 8 (16) 9 (12) 10 (l)
(6) Very Average Very
traditional child-centered

 

(9c) Your perception Of your success in the student teaching classroom

NO Res 1 (0) 2 (1) 3 (0) 4 (4) 5 (3) 6 (12) 7 (l2) 8(20) 9 (16) 10 (2)
(6) None Average 100% success

(9d) Your perception of your success in life

NO Res 1 (O) 2 (l) 3 (0) 4 (l) 5 (2) 6 (3) 7 (l4) 8 (28) 9 (19) 10 (6)
(4) None Average 100% success

Two persons responded twice (student taught twice) 8th and 4th-3rd and
special education.

TO conclude the description of the pOpulation further entries
are included in the appendix under demographic treatment, academic
preparation and student teaching centers (Appendix E). These data
have been included in the study to enable the reader to gain a more
complete description of the sample population.

Not reported by the instruments administered is the fact that
prior to student teaching each Of the persons enrolled in the School

and Society course had had classroom experiences. These experiences

 

ranged from one term of one day per week Observation, to three terms

Of one or two days per week Observation and participation in actual

classroom management.

32

Design of the Study

 

Each of the students who comprised the final n3 sample met
for one and a half hours individually or in one of thirteen test
sessions. During the sessions a survey form was administered, followed

by the two study instruments: the Minnesota Teacher Attitude

 

 

Inventory (MTAI) and the Personal Orientation Inventory (POI).
Confidentiality of students' individual scores was assured in an
effort to elicit candid responses. Each student was assured that,
should he request it, his results would be released to him and him
only, while study results would list only anonymous scores or general
trends. Once all of the sessions were completed the test answer
sheets were either hand scored or scored by Michigan State University
Evaluation Services electrographically. Survey forms were compiled
by hand and entered into the study as supportive data.

The data received from administration of the POI and MTAI are
analyzed in order to correlate self-actualization factors from the
P01 with the child-centered and authoritarian groups of the n3 sample

population.

Minnesota Teacher Attitude Inventory

The MTAI is an inventory which is designed to discriminate
between the child-centered teacher and the teacher who is authoritarian
in his approach. The test authors, Walter Cook, Carroll Leeds, and
Robert Callis, see this dichotomy in the teachers' attitudes towards
students, and label high scoring persons as child-centered and low
scoring as authoritarian and inferior. The teacher who ranks highly

on the scale is seen to be able to:

33

. . maintain a state of harmonious relations with his
pupils characterized by mutual affection and sympathetic
understanding . . . (there should evolve) a feeling of
security growing from a persmissive atmosphere of freedom
to think, act and speak one's mind with mutual respect
for feelings, rights and abilities of others. Inadequacies
and shortcomings in both teacher and pupils should be
admitted frankly as something to be overcome, not
ridiculed. Abilities and strengths should be recognized
and used to the utmost for the benefit of the group.29

The authors depict the opposite authoritarian relationship
as inferior and as an attempt:
. . to dominate the classroom. He may be successful
and rule with an iron hand, creating an atmosphere
of tension, fear and submission; or he may be unsuccessful
and become nervous, fearful and distraught in a classroom
characterized by frustration, restlessness, inattention,
lack of respect, and numerous disciplinary problems.
In either case both teacher and pupils dislike school
work; there is a feeling of mutual distrust and hostility.30
The inventory is designed to discriminate between these
polar constructs. The score received by a person who has answered
the questionnaire indicates where he ranks along a continuum from
authoritarian to child-centered. Theoretically, since the one hundred
and fifty item test is scored on a rights minus wrongs basis, the range
of numerical scores could run from a plus one hundred and fifty
(high child centered) to a minus one hundred and fifty (high
authoritarian).

Percentile ranks are ascribed separately to groups of persons

who occupy various categorical norms. The norms used for this

 

29Cook; Leeds; and Callis, Qp, g;§,, p. 3.

..3°Ibid..

34
study were from the students' table 1, subcategory, Graduating

31 Referring to the MTAI Test Manual, separate

Education Seniors.
percentile ranks are ascribed for each of the four categories of
respondents. These categories include: Early Childhood (pre-school—
K), Elementary (1-6), Secondary Academic (7-12) and Secondary Non-
Academic (7-12).32

Students who were administered the MTAI inventory for this
study were requested to answer the full questionnaire with responses
which ranged from strongly agree, agree, undecided, disagree, to
strongly disagree. Each of the responses had been assigned a
weight of one, zero, or minus one by the test authors, depending on
its correlation with the child-centered criteria. Raw scores thus

derived for the n3 samples were located on the student's table and

a percentile rank derived.

 

Validity and reliability. The Kelley formula of rights-
wrongs yields a split-half reliability coefficents of .60, .63,
and .4633 for the MTAI. Further validational studies done on the
MTAI reveal discordant findings. Correlations with various measures
of student teaching success, i.e., Sandgren E. Schmidt, (1956)
(correlations with critic teachers ratings) and Oelke, 1956 (correlations

with supervisors ratings) both studies reveal insignificant correlations

 

311bid.

32Breakdowns within each category are furnished in Chapter IV
Table 4.1.

33Cook; Leeds; and Callis, QB: Cit.

between the MTA] results and their reapective variables. Sandgren
and Schmidt conclude:

. . . because there is no apparent correlation between
MTAI scores and critic teachers' ratings the MTAI
cannot be used to predict probable success in teaching
if the ratings made by public school critic teachers
on the Student Teaching Report are used as a criterion
of success.

Oelke35 found similar conclusions from his correlative investigation
of PHAT scores and supervisor ratings. When working with forty-four
student teachers he found insignificant correlations. Pertinent
here is the fact that Oelke also found that students who did not
have student teaching experiences were more accepting of childrens'
non-achievement than those who went through the student teaching
program. Due to the design of the above studies, questions about
system effects on student teachers and the personality influences
exerted upon them by critic teacher and supervisor arise. Referring
to a study done with secondary school students, Brody concludes:

Student teachers who scored high on the MTAI were

rated more favorably by secondary school students

who do not plan to attend college than by students

who planned to attend college. The teachers who

scored low on the MTAI were rated more favorably

by their college-bound students . . . Student

teachers who score high on the MTAI tend to be

more affectively oriented. Those teachers who

score low on this test tend to be more effective

with college-bound students who are, presumably,
more cognitively oriented.

 

34cage, 93. Cit., p. 511.

35M. C. Oelke, "A Study of Student Teachers' Attitudes Toward
Children", Journal of Educational Psychology, XLVII, (1956), pp. l93~6.

36Erness B. Brody, "A Note on the Validity of the Minnesota
Teacher Attitude Inventory, MTAI”, The Journal of Educational Research,
LXIV, No. 2, (1970), p. 67.

 

 

36
Similarly to the problem of agreement on the validity of
the instrument, the MTAI has also been the focal point of a constant
disagreement over susceptibility to ”fake good". The authors contend
that attempts at "faking good" result in insignificant reliability

changes while studies by Rabinowitz and Stein37

reveal significant
changes in test scores when students were given an attitude set
prior to test administration.
DeSpite the disagreements on the validity or reliability of
the instrument, the MTAI was chosen as the child-centered measure
for this study because of its high definitional congruence with
the author's concept of child-centeredness as well as the preponderance

of positive data resulting from the many studies which have been

conducted on it over the past decade.

The Personal Orientation Inventory

 

The Personal Orientation Inventory, the POI, is Everett

 

Shostrom's attempt to measure those characteristics and values which
are central to Abraham Maslow's theory of self-actualization. When
a person is administered the instrument, he is asked to choose
between two alternative answers for each of the hundred and fifty
items which make up the test. The choices which he makes are seen
as value judgements which tend to differentiate between self-
actualizing behavior and a more rigid mode of Operation in his life.

Knapp sees a highly self-actualized individual as:

 

37Gage, 92. 91.3., pp. 520-3.

37

One who utilizes his talents and capabilities more

fully, lives in the present rather than dwelling in

the past or the future, functions relatively

autonomously, and tends to have a more benevolent

outlook on life and on human nature than the

average person.38

The POI, like Maslow's theory of self-actualization, is
unique in that it is seen as a measure of positive mental health
as opposed to a measure of mental disorder, as do most of the
theories and instrumentation which preceed it. The POI was designed
to differentiate between degrees of positive functioning. Scores on
the POI are reported in terms of a continuum ranging from more
self-actualizing to less self-actualizing. That the theory which
underlies the instrument is congruent with Maslow's own cannot be
argued when Abraham Maslow himself states:

. There is today a standardized test of self-

actualization (The POI). Self actualization can now

be defined quite operationally, as intelligence used

to be defined, i.e., self-actualization is what the

test (POI) tests.39

The one hundred and fifty items which are used to make up
the POI are utilized in two separate ways. First the total is
divided between two major scales. The TC (time-competent) scale uses
twenty-three of the items while the I (inner-direction) scale uses

the remaining one hundred and twenty-seven. The combined scores on

the two major scales yield an overall measure of self-actualization.

 

38Robert Knapp, The Measurement of Self-Actualization and Its
Theoretical Implications, (A report of research based on the Personal
Orientation Inventory (POI), Educational Testing Service, San Diego,
1971), p. 1.

391bid.

38

The second use of the 150 item pool is to provide questions
for use in each of the ten subscales. These yield data on specific
factors or facets of self-actualization. In all, the number of items
used in the ten sub—scales is 219, indicating that many items are
used more than once. For the most part, those items which are used
in the subscales are drawn from that pool used by the inner—direction
measure, leaving only twelve to be shared with the time competent
scale (see Appendix F).

The POI, then, yields data on general self-actualization as
well as specific characteristics of the self-actualized person.
Aside from these straight numerical scores, ratios for the major
scales are also computed. These ratios are interpretable as
portions of a day which the subject lives in a self-actualizing
fashion. Example: A TC ratio of 1:3 means that the subject is
time competent, that he lives in the present three out of four hours
in the day. .Similar to the Tc ratio is that computed for inner
directedness, where the 1:3 ratio means that the subject relies
on his own feelings for direction three out of four hours in his
day.

In contrast to the T1 (time incompetent) person, the Tc

(time competent) person lives primarily in the present,

with full awareness, contact and full feeling reactivity.

Because it is known that the self-actualizing person is

not perfect, he is understood to be part T1 and partly

Tc. His ratio is on the average, 1 to 8. His ratio

shows that he therefore lives primarily in the present and

only secondarily in the past or future.

5
. . The self actualizing person is both (0) other
directed, in that he is dependent upon and supported by
other person's views and (I) inner directed in that he

is independent and self-supportive . . . The 0-1 ratio
of a self-actualized person is, on the average 1:3, which

39

means that he depends primarily on his own feelings and

secondarily on the feelings of others in his life

decisions. 0

While scores on the TC and 1 scales may be reported in ratios
they, like the other ten subscales, are also reported as standard
scores. The numerical mean standard score on any single scale is
fifty with a standard deviation of ten points. Therefore, scores

one standard deviation either side of the mean describe the average

population; variance greater than this band becomes highly significant.

Validity of instrument. Utilizing the judgements of

 

certified psychologists, Shostrom studied the validity of the P01.
In his study he identified twenty-nine persons who were nominated
as self-actualizing and thirty-four persons who were nominated as
non-self—actualizing. Shostrom found that on eleven of the twelve
scales, excepting the NC scale, the POI discriminated between the
self-actualized, who were above the mean on eleven of the twelve
scales, and non-self-adtualized persons, who were below the mean on
all scales. Validity computations revealed ten of the twelve
scales to indicate self-actualization of subjects at the .01 level
of confidence, the Fr scale at the .05 level and the Nc scale below
the .05 level.

Further correlational studies utilizing the Minnesota

Multiphasic Personality Inventory as the criterion of judgment

revealed all scales to be predictive at the .01 level.41

 

40Everett L. Shostrom, Personal Orientation Inventory Manual,
Educational and Industrial Testing Service, (San Diego, 1966), pp. 25-7.

 

 

41Ibid.

4O

Reliability of instrument. Test re—test reliability studies

 

done by Shostrom with a group of forty—eight college students yielded
correlation coefficients ranging from .52 to .82 for each of the ten
subscales and .71 and .77 respectively for the TC and I scales.42
The time period between test sessions for this group was one week.
A second reliability study, utilizing nurses' scores, and a
one year period between sessions, done by Ilardi and May in 1968,
revealed reliability coefficients ranging from .32 to .14. The
author concludes that the ranges reported in both studies were well
within the expected lfinits for inventories of the genera of the

P01.43

Testable Hypotheses

 

Relating to Rogers' concept of the teacher as a fulfilled-thus—
fulfilling human being, the problem of operationally defining such
people and then describing them in terms which might be useful to
colleges and schools emerged.

Not only could a more precise definition of the ”good" teacher
be deve10ped but it is also possible that,if that the characteristics
of such people were known,programs might be devised to develop these
traits. Indeed, research by Pearson (1966), LeMay and Domm (1968),
Guinan and Foulds (1970) and Flanders (1969)44 (all describing the

use of group dynamics techniques with individual who had been

 

421bid.
431b1d.

44Knapp, 92. gig., p. 7.

41
administered the POI) indicates that programs are already available
for the educator to use should he see that self-actualization is a
desirable quality for in-service teachers to possess.

It is the function of this dissertation to identify child-
centered teachers and compare them to authoritarian or non—child-
centered teachers. Each group will then be described in terms of
self-actualization characteristics testing the following null
hypotheses.

Hol There is no difference between the child-centered group
and the authoritarian group as measured by the two major
scales of the Personal Orientation Inventory which yield
a general measure of self-actualization.

H02 There will be no significant differences between child-
centered (Group I) and authoritarian teachers (Group II)

on each of the ten subscales of the POI.

Hypotheses Study Design

 

To determine the groups of child-centered teachers and author-
itarian teachers, results from the MTAI are utilized. Each of the
seventy-four respondent scores is ranked from highest score to
lowest. The middle third of this sample is drOpped out of the study
leaving the highest third child-centered, (n=25) and the lowest third
authoritarian (n=25). These two groups then become the study groups
for the investigation and it is these two groups which are compared

on each measure of self-actualization.

Ho] design. The Tc and I scales of the P01 together yield

an overall measure of self-actualization. Two groups have been

42
identified as high and low MTAI scorers. If H01, is to be rejected.
Highs are not equal to lows on Tc and I (H01 = Hi # Lo) and there
will be no group measure interaction (No C x M interaction).

The "ideal" for the group/measure portion of the hypothesis,
which could occur, would be that the high group's scores would be
equidistantly high, on both scales when compared to the lower group.
In effect, when graphically plotted both group's scores would describe
parallel lines. Should these results occur then no group/measure
interaction is evident. Should the groups' scores not describe parallel
lines then interaction does occur and one of the self-actualization
scales will account more heavily for the variance between groups.

In either situation group means on both measure are reported for
self—actualization scores and notations made indicating the quality
of interaction discovered.

To research the hypothesis a repeated measures study utilizing
the PROFIL program at the Michigan State University Computer Center
was done. A second procedure utilizing multidvariate analysis
will yield significance of findings utilizing both time and support

measures together.

H02 design. The ten subscales of the P01 yield subfactors
of self-actualization scores. Two groups have been identified, high
and low MTAI scorers. If H02 is to be rejected then the scores of
the high group will be significantly different than the low group on
one or more of the ten subscales of the POI. To research the
hypothesis a comparison of means is done and plotted graphically. A

second procedure utilizing the t-test (1 way ANOVA) is done with each

43
factor (10) to determine the significance of the mean spread between

the high group and the low group.

Summary

Seventy-four post student teachers (teachers) were administered

the Minnesota Teacher Attitude Inventory and the Personal Orientation

 

 

Inventory. These teachers were a representative sample randomly
selected from five hundred and three teachers enrolled for the final
education class normally taken prior to graduation with a baccalaurate
degree from Michigan State University. This sample is described in
the chapter along with the selection methods and sample attrition
rates. Supporting demographic data are included to give the reader
an introduction to the sample composition.

The data gathering sessions and score reporting forms are
described along with an analysis and description of both instruments
utilized in the study. Not only are the instruments introduced but
research supporting their use, validity and reliability is cited.

Concluding the chapter is a restatement of the two testable
hypotheses upon which this study is based and a brief description of
the statistical procedures which are utilized in testing their

support or rejection.

CHAPTER IV

RESEARCH AND ANALYSIS OF RESULTS

Introduction to Chapter

 

The purpose of the present study is the identification of
two differing groups of teachers and a description of each group in
self-actualization terms. Using the self-actualization criteria for
both groups allows comparisons and a visualization of group
differences to be made, on any particular variable.

This chapter is designed to give the reader insight into
how the study populations are compared and the results of those
comparisons. Utilizing these results, acceptance or rejection of the
hypotheses upon which the study is based can be decided. Together,
these findings are intended to set the stage for the conclusions and

implications which follow in chapter five.

Methodology of Group Assignment

 

Two differing groups of pre-service teachers are described
in this chapter, those who are considered child—centered and those
who are considered authoritarian in their approach to students. To

establish this dichotomous population, the Minnesota Teacher Attitude

 

Inventory was employed. The separation was accomplished by ranking
all seventy-four teachers on the basis of MTAI scores. With the
pOpulation thus ranked, it was divided into thirds. High (upper 1/3)

44

45
scorers (n=25) were considered to be child-centered and low (lower 1/3)
(n=25) were considered to be authoritarian leaving the middle third

of the population (n=24) to be dropped from further study.

Sample Results and the MTAI

The seventy-four randomly chosen teachers were administered
both the MTAI and the POI in the same test session. The scores which
each person in the population received on the MTAI determined his
numerical rank in the pOpulation and into which study group he would
be assigned. These placements were determined by ranking each parti-

cipant's National Percentile Rank as determined by his raw score and

 

modified by his indicated grade level and teaching major.

Table 4.1

Teaching Field Placement for Determination of MTAI
Percentile Rank

 

Educational Field Chosen
Grade Level Early Childhood Elementary Sec. Academic Sed. Non-Academic

 

Preschool - K 1-6 7-12 7-12
Subject English Music
Field
Chosen Mathematics Art
Early Elementary Science Physical Ed.
Childhood Grade 1-6
Social Business
Studies
Ind. Arts
Foreign
Language Other

 

Utilizing the national percentile rank as the determinant
for study group placement gives the study the added advantage of

weighing the teacher MTAI scores on the basis of grade level and the

46
nature of subject matter taught. These ranks were determined by
classifying each student according to his indicated grade level and
subject matter preferences and then referring to the student table
for graduating education seniors."'5 The four categories which are
used are early childhood, elementary, secondary academic and

secondary non-academic. A breakdown of the study group divisions

appears below:

Table 4.2

Study Group Divisions

 

Population Study Groups

 

High MTAI Middle MTAI Low MTAI
Raw Score Range 105-68 83-50 57- -19
National Percentile* 94-52 50-25 24-01
Numerical Rank (for study) 74-50 49-26 25-01
Number of Teachers 25 24 25

 

*Rank determined by raw score weightedlurgrade level and
Subject taught-~See MTAI manual page of table for graduating education
seniors.

With the group ranking established on the basis of MTAI
percentile ranks, Group I (high-MTAI) was labeled child-centered and
Group II (low MTAI) (excluding middle scorers from further study)

was termed authoritarian.

 

Ailook; Leeds; and Callis, 92° §_it_., p. 8.

46lbid.

47
Table 4.3

Study Group Composition

 

 

n Raw MTAI Range National
Percentile
Group I High MTAI
(child-centered) 25 105-68 94-52
Group II Low MTAI
(authoritarian) 25 57- -19 24-01

 

A further breakdown of the two study groups by teaching

fields choosen reveals no significant differences in group composition.

Table 4.4

Study Group Division by Teaching Field Placement

 

Early Secondary Secondary
Childhood Elementary Academic Non-Academic

 

Group I (n=25)
Child-Centered 0 9 7 9

Group II (n=25)
Authoritarian 3 5 9 8

 

Study Sample and the POI

With the child-centered and authoritarian groups established
on the basis of MTAI percentile ranks, the Personal Orientation
Inventory by Shostrom.was utilized to describe both population groups
and to test the hypotheses which form the basis for this study.
Generally, it was assumed that child-centered teachers would exhibit

more of those characteristics associated with the self-actualized

48
person. The authoritarian teacher, in keeping with the assumption,
would exhibit significantly fewer of these self—actualized traits.
In order to test the first general assumption, a testable
hypothesis was developed. This hypothesis converts the general

assumption into operations which can be measured.

Statistical Treatment of Research Assumption

 

Underlying the complete study is the research assumption
that child-centered teachers are more self-actualized than their
authoritarian counterparts. When looking at this assumption
questions evolve; Are the child-centered teachers more self-
actualized? In which areas of self-actualization are they signi-
ficantly different than the authoritarian group?

To test question one (Are child-centered teachers more
self-actualized than authoritarian teachers?) the two major scales
of the Personal Orientation Inventory were used. These scales,
Time Competent and Inner-Directedness, yield an overall measure

of self-actualization

Null Hypotheses and Study Results

H01 There is no difference between the child-centered

group and the authoritarian group as measured by
the two major scales of the Personal Orientation
Inventory which yield a general measure of self-
actualization.

The repeated measures ANOVA was the statistical method chosen
to test the hypothesis. This treatment as packaged in the PROFIL
program available through the Research Division of the College of
Education at Michigan State University and the Computer Center, allows

the researcher not only the latitude of mean comparison but also

49

Chi Square analysis of variance-covariance. The results of the
treatment are contained in the tables which follow.

H01 Hi = Low on measures Tc and I

Groups one and two exhibited no significant difference from
each other or from a "normal" pOpulation on measure TC. When
attention is focused on the Inner-directedness measure a significant
difference is found to exist, at the .05 level of confidence, between

Group I and Group II.

Table 4.5

Group I and Group II Overall Self-Actualization

 

 

Group Mean Raw Scores by Measure
Tc I
Group I (child-centered) 17.96 92.04*
Group II (authoritarian) 17.92 88.74*
x 17.94 90.39
Normal Population ** 17.7 87.2

 

*Significant at .05 level
*kAs reported in the P01 manual (p. 26).

The raw data were next subjected to a linear transformation
to meet the assumption of the repeated measures treatment. The
assumption that there are equal variances across measures was met

after the transformation was accomplished.

50
Table 4.6

Transformed POI Scores Across Groups

 

 

T-Mean Scores

 

Tc I Mean Tc-I
Group I 5.9 9.3 7.6*
Group II 5.9 8.6 7.3
x 5.9 8.9 7.4

 

*Significance at .05 level (RM & C 5.584, df. 48)
Chi Square - pooled - matrix 0.0 (df. 1.0)

Relating these findings to null hypothesis one, it is concluded
that Group I did score significantly higher on the self-actualization

measure than Group II therefore, the null is rejected. There was found

 

to be a significant difference between the child-centered and the

authoritarian teacher on overall measures of self-actualization.
Though a significant difference between group mean scores

was found, the variance in means was attributable to only one of the

two measures utilized. After transformation both Group I and Group II

received identical scores on the Time-Competence measure of the POI

with the variance between groups accounted for solely by groups'

scores on the Inner-Directedness measure.

 

When the data are plotted graphically it is obvious that
group measure interaction exists.

To test question two, on which factors of self-actualization
is Group I significantly different from Group II, a second null

hypothesis was developed.

51
Figure 4.1

Cell Means Post Transformation to Cause Equal Pooled Standard
Deviations for Both Measures of Self-Actualization

Transformed 10
Mean Scores
on POI 9

Group I (9.3)

Group II (8.6)

  

l------

Mean 7.6

-------------------. -....l-..

H
O

I
H02 There will be no significant differences between child-
centered (Group I) and authoritarian teachers (Group II)
on each of the ten subscales of the P01.

The treatment of data which best lends itself to studying the
group relationships along each of the ten.POI subscales is the one
way ANOVA or t-test. This treatment allows the researcher to make
mean score comparisons and to derive the significance of those scores
on each of the ten subscales of the POI for both of the study groups
under investigation. The ten subscales used to compare Groups I and
II and an explanation of each is included in the following table.

The one way ANOVA for group difference was applied to Group I
and Group II results on each of the ten subscales of the POI (see

Table 4.7 and Figure 4.2). It was found that Group I scored higher

than Group II on all ten of the subscales of the POI. While it

52

Table 4.7

Explanation of POI Subscale Symbols*

 

 

 

Symbol

Higher Score
(Above s.s.-50)

Lower Score
(Below s.s.-50)

 

Self-Actualizing
Value (SAV)

Existentiality (Ex)

Feeling Reactivity
(Fr)

Spontaneity (S)

Self-Regard (Sr)

Self-Acceptance (Sa)

Nature of man
constructive (Nc)

Synergy (Sy)

Acceptance of
Aggression (A)

Capacity for intimate

Contact (C)

Holds Values of Self-
Actualizing People

Flexible in application

of values

Sensitive to own needs
and feelings '

Freely expresses
feelings behaviorly

Has high self-worth

Accepting of self
inspite of
weaknesses

Sees man as essen-
tially good

Sees opposites of life
as meaningfully
related

Accepts feelings of

Anger and aggression

Rejects Values of
Self-Actualizing
People

Rigid in application
of values

Insensitive to own
needs and feelings

Fearful of express-
ing feelings
behaviorally

Has low self-worth

Unable to accept
self with
weaknesses

Sees man as essen-
tially evil.

Sees opposites of
life as antagon-
istic

Denies feelings of
anger and
aggression

Has warm interpersonal Has difficulty with

relations

warm interpersonal
relations

 

*Excerpted from "Profile sheet for Personal Orientation
Inventory" Copyright 1963 by Educational and Industrial Testing Service
San Diego for more complete interpretation of scales see Everett
Shostrom, Personal Orientation Inventory Manual, Educational and

 

Industrial Testing Service, (San Diego, 1966), pp. 20-21.

53
scored higher on all of the scales, Group I scores were at the
significant level for only two of the subscales and was considered
operationally significant on a third.

The child-centered group realized significantly higher scores
on scales (S) Spontaneity, and (Sa) Self-Acceptance with F scores of
.003 and .026 respectively. A third scale (C) Capacity for Intimate
Contact was considered operationally significant with an F score of
.056. The results which were derived in this portion of the study
cause the researcher to reject the null hypothesis that there will
be no significant differences between Groups I and II on each of

the ten subscales of the POI.

54

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56
Summary_9f Chapter

Proceding from the research question (Are child-centered
teachers are more self-actualized than authoritarian teachers?) a
group of seventy-four senior education students were administered
two tests. The first inventory, the Minnesota Teacher Attitude
Inventory was used to separate the initial population of teachers
into three experimental groups. Those twenty-five teachers who
scored in the highest percentile ranks (94-52) on the MTAI were
considered to be the most child-centered, those who scored in
the lowest percentile ranks (24-01) were considered to be authori-
tarian in their approach to students. The middle group (ne24) was
dropped from further study.

With the dichotomous grouping established, the groups were
compared on the basis of scores received on the Personal Orientation
Inventory. The repeated measures technique was used to make the
first comparison. The intent of the comparison was to establish
whether or not the Group I (child-centered) teachers were generally
more self-actualised than the Group II (authoritarian) teachers. To
test the assumption null hypothesis one was deve10ped. The
hypothesis stated: 4

H01 There is no difference between the child-centered

group and the authoritarian group as measured by
the two major scales of the POI

When the hypothesis was tested it was found that there was
a difference between groups and that difference was significant at the
.05 level of confidence. The child-centered teachers measured.were
more self-actualized than the authoritarian group. The null hypothesis

one was rejected. It was also found that on the Time ngpetent major

57
scale the groups received identical scores leaving the Inner-
Directedness score to account for all of the variance between groups.
A second hypothesis, in null form, stated that:
Ho There will be no significant differences between Group
I and Group II on each of the ten subscales of the
POI.
The t-test or one way ANOVA was used to test this hypothesis.
As a result of analysis it was found that Group I showed significantly
greater self-actualization on two of the ten measures and operationally
significant on a third measure of the ten.

Group I teachers scored significantly higher on the subscale

items relating to Spontaneity and an Acceptance of Self (inspite of

 

weaknesses) both at the .05 level of confidence or better. The third
measure, (Cgpacityyfor Intimate Contact relations) was one of the
variances between groups which was deemed operationally significant
and is included here. The F score for this subscale was .056.

The data gathered relevant to null hypothesis H02 causes
the researcher to reject the null hypothesis. Group I did score
significantly higher than Group II in three of the ten subscales.

In Chapter V these results are discussed and conclusions
are drawn and discussed. Incorporated in this discussion are the
limitations and unintended outcomes of the study. Concluding the
chapter are proposals for future studies based upon the structure

and results of the present investigation.

CHAPTER V

SUMMARY, CONCLUSIONS, DISCUSSION AND IMPLICATIONS

FOR FURTHER STUDY

The present study is an outgrowth of the author's belief
that there is a need for new approaches in the selection and education
of teachers. These approaches would be aimed at the development of
child-centered educators who would behave in such ways as to create
personal growth relationships between student and teacher. The ground-
work for this belief lies in the psychological theories of Carl
Rogers and Abraham Maslow.

Both Maslow and Rogers state that persons who exhibit
those qualities commonly associated with self-actualization will make
the kind of teacher who can create the milieu or atmosphere for
personal growth in the classroom. Rogers would term.this a
facilitative environment; one in which the student believes he has
permission to grow and to learn.

The belief that new instruction techniques and emphasis are
needed to achieve such relationships prompted the author to wonder

just what such a training period would be intended to accomplish.1

 

1It is not unusual for educators to adopt new teaching techniques
on a "bandwagon" basis with little thought given to the goals of such
implementation. ‘

58

59
It was this latter question which gave rise to the present study.
In order to develop programs which accomplish their goals, the goals
need to be known beforehand.

This current investigation is based upon the assumptions
that the child-centered teacher comes closest to the definition of
a self-actualized-person and that he would be better able to
establish a facilitative atmosphere in his classroom than his
authoritarian counterpart. A corollary to this assumption is the
belief that there are differences between child-centered persons
and authoritarian persons in their self-actualization profiles.

If these differences do exist, they can serve as initial goals and

 

guidelines for the development of teacher education programs aimed
at developing child (person) oriented educators.

Previous research lends a great deal of support to the
assumptions which undergird this investigation. Studies by Dandes,
Jourard, Combs, Snygg and Wilhelm support the theories of Rogers
and Maslow in the educational sphere. Among the conclusions which
are drawn from these studies is that the good teacher is first and
foremost a good person. Scates and Rappaport describe the product
of the child-centered classroom as exhibiting characteristics of
creativity, spontaneity, initiative, belief in goodness of self as
well as facility in social relationships.

Reversing the coin, the authoritarian teacher, studied by Heil,

6O

. . . dominates the class by insisting on group

conformity and tends to create an atmosphere

which is highly competitive or apathetic and

bored.48

Other adjectives are assigned to students who are housed in
an authoritarian classroom by Anderson and Brewer"9 when they describe
their actions as passive, rebellious, escaping or submissive and
lacking in creativity.

Evolving from the assumption that child-centered teachers are
effective educators and persons who facilitate desireable characteristics
in their students, it was decided to compare the child-centered

educator with the authoritarian type and to observe the characteristics

of self-actualization which differentiate most between groups.

The Study

The population which was chosen for study was a randomly
selected group of senior educathmamajorsfrom'Michigan State University.
Of five-hundred and three students enrolled in Education 450, School

and Society, a final study group of seventy-four was derived. Each

 

of these post-student-teaching teachers participated in a testing
session in which three instruments were administered.
A survey sheet yielded data on the teacher's educational

background and personal feelings about self in order to provide more

 

48Louis M. Heil, Modifying Behaviors (Self-Concept) of Certain
Teachers, (Office of Testing and Research Brooklyn College, Brooklyn,
1962), p. 8.

49H. H. Anderson and J. E. Brewer, "Studies of Teacher's
Classroom Personalities. ii. Effects of Teacher's Dominative and
Integrative Contacts on Children's Classroom Behavior", Applied
Psychology Monograph, 1946 as cited in Leon Rappaport, Personality
Development, The Chronology of Experience, (Glenview, Illinois:
Scott Foresman and Company, 1972), p. 226.

 

61

complete demographic data describing the study population. Next the
Minnesota Teacher Attitude Inventory was administered which, for
study purposes, ranked each participant on a continuum ranging from
child-centered to authoritarian. The third instrument to be
administered was the Personal Orientation Inventory which is designed
to yield data on self-actualization and its various subfactors.

As a result of test scores and utilizing national norms
the study group was divided into three groups. These groups were
labeled high scorers, middle scorers, or low scorers. For the
purposes of study the middle group was dropped from further
investigation leaving a dichotomous population.

Once the child-centered group and the authoritarian group
(Group I and Group II) were separated, the test results of Shostrom's
Personality Orientation Inventory were applied. The statistical
analysis of the groups' responses on the POI yielded the data intended
to support or reject the hypotheses which were to be tested in this
investigation.

They hypotheses which were phrased to test the research
assumptions of the study were:

H01 There is no difference between the child-centered
group and the authoritarian group as measured by the two major
scales of the Personal Orientation Inventory.

H02 There will be no significant differences between Group
I and Group II on each of the ten subscales of the Personal
Orientation Inventory.

Null hypothesis one was tested by using Group I and Group II

scores on the two major scales of the POI. These scales together

62
yield an overall measure of self-actualization. The groups were
compared through the use of the repeated measures ANOVA technique.
Both group mean scores for the measures were compared and Group I
received a mean across the two measures, Time Competence and
Inner-Direction, of 7.6, while Group II received a mean score of 7.3.
The difference between the scores was significant at the .05 level.
As a result of the first treatment, null hypothesis one was rejected,
as Group I was found to rate significantly higher than Group II on
the overall measure of self-actualization.

When the groups' scores on each major scale were plotted and
compared it was found that Group I and Group II achieved identical
results on the measure for Time Competence (5.9 transformed) and
it was their performance on the second measure Inner-Directedness,
which accounted for all of the variance between groups. On the
second measure, Group One received a mean transformed score of 9.3
while Group II received a mean transformed score of 8.6.

Basically, the first assumption and the null hypothesis was
designed to test whether or not the child-centered teacher was
more self-actualized than the authoritarian. This was found to be
true. These data yield little material for teacher educators to
proceed from unless it could be found specifically in which areas
these two groups differed.

The test to find these differences utilized the ten subscales
of the Personal Orientation Inventory and compared the child—centered
and authoritarian groups on each of the ten indices by way of the

one way ANOVA or one-tailed t-test.

63

Employing the one way ANOVA, it was found that on two subscales,
Sponaneity and Self-Acceptance, Group I and Group II differed
significantly, again at the .05 level of confidence. On a third
scale, Capacity for Intimate Contact, the group differences were
considered to be operationally significant and are included in the
discussion of results which follow.

Considering the groups' performance on the three subtests
and the differences found therein, null hypotheses two was rejected.
The groups did differ significantly on three of the ten subscales of
the Personal Orientation Inventory; Spontaneity, Self-Acceptance

and Capacity for Intimate Contact.

Conclusions

 

Three conclusions are drawn from the data as revealed through

the current study. These are:

1. The child-centered teacher is significantly more
self-actualized according to Maslow's description of
self-actualization than the authoritarian teacher.

2. Group I teachers are significantly more inner-directed
than authoritarian teachers in Group II and it is this
measure which accounts for the variance between groups
on overall measures of self-actualization.

3. Child-centeredness is significantly related to three
facets of self-actualization. These facets, here POI
subscales, are:

A. Ability to freely express feelings in a behavioral

manner .

64
B. Acceptance of self in spite of weaknesses and
deficiencies.
C. Ability to form warm friendly relationships which
are similar to the I--Thou relationships depicted
by Martin Buber. This is opposed to the I--It

relationship which is mechanical in nature.

Discussion of Results

 

Considering Carl Rogers' statement that "only persons can

grow persons”,50 the author became concerned about the relationship

between "personhood" and child-centeredness. The question arose

is Rogers person" a close relation of the child-centered teacher?

What characteristics do they share? When one compares the

' H "51

characteristics of Rogers person with Maslow's "self-actualizing

person"52

one begins to see a great many similarities (Table 5.1 pg. 65).
The POI sub-tests for Spontaneity differentiate between groups

and yield data which are deemed important to educational institutions,

especially those which are engaged in the preparation of teachers.

These differences, between groups, could be accounted for by trainees'

personality orientation prior to enrolling in a college of education

and also could be a result of the kind of educational goals and

practices of that institution. Should either of these alternatives

 

50Rogers, Educational Leadership, 92: Cit., p. 215.

 

51Rogers, On Becoming a Person, 92° Cit., pp. 111-123.

 

52Maslow, QR: Cit., p. 157.

65
Table 5.1

Comparison of Rogers' "Person" and Maslow's
"Self Actualizing Person”

 

 

 

Rogers Maslow

1. Openness to Experience 1. Openness to experience.

2. Trust in one's organism 2. Increased objectivity,

3. An internal focus of evaluation detachment.

4. Willingness to be in process 3. Clearer more efficient

5. Experiencing and expressing perception of reality.
feelings. 4. Increased integration, whole-

ness and unity of the person.

5. A real self; a firm identity;
autonomy uniqueness.

6. Increased spontaneity,
expressiveness.

7. Democratic character structure.

8. Ability to love.

9. Ability to fuse concreteness
and abstractness.

10. Recovery of creativity.

 

hold true then the teacher education institution which sees child-
centeredness as a positive attribute must evaluate their screening
system for trainees, their educational program, the hiring criteria
for teacher trainers or the milieu in.which the trainers and trainees
must function, or any combination of these program segments.

The colleges and universities which expect to aid in
developing child-centered teachers must evaluate all features of their
programs with an effort to establish an environment conducive to the
development of those qualities which are indicative of self-actualiza-
tion. Research by Melvin Foulds at Bowling Green State University,
points toward the use of the group growth experience as one method of
developing the students' self-actualization characteristics. Included
in the Fould's studies is evidence that the growth in the three areas

of particular concern; Self-Acceptance, Spontaneity, and Capacity for

66
Intimate Contact was significant. Foulds53 reports the following
data as a result of his study with college students who attended

eight, four and a half hour Gestalt sessions.

Table 5.2

Foulds, Selected Pre and Post Test Data Across Groups

 

Experimental Group n=15 Control Group n=15

 

 

POI Scales Pretest M Post test M Pretest M Post testll
Spontaneity (S) 10.13 12.20** 12.00 11.40
Self-Acceptance (Sa) 14.93 16.33* 14.67 15.20
Capacity for Intimate

Contact (C) 14.87 17.87*** 16.67 16.33
*p .05
**p .01
***p .001

Foulds also reported a similar change in the post test scores
for I (Inner-Directedness) scale score from an M of 78.07 to an,M
of 84.00 for group participants which was also significant at the
.001 level.

The study reported above as Foulds' latest investigation into
self-actualization changes with college students replicated an
earlier study done by him and reported in the Journal of Humanistic

Psychology.54 In this study, involving an experimental group of

 

 

53Melvin L. Foulds, "Measured Changes in Self-Actualization as
a Result of a Growth Group Experience, Psychotherapy Research and
Practice, VIII, No. 4, (Winter, 1971), pp. 338-341.

 

54Melvin L. Foulds, "Effects of a Personal Growth Group on a
Measure of Self-Actualization", Journal of Humanistic Psychology,
X, (1970), pp. 33-38.

67
twenty college students, each of the subscale scores S, Sa and C
as well as the Inner-Directedness scores, which differentiate the
child-centered teacher from the authoritarian, were increased each
with a p .001 using a one tafled t.

Foulds' investigations are duplicated in studies by Byrd55
and Winborn and Rowe,56 with varying degrees of replication but each
showing a positive change in groups along the measures of concern.
These studies were done utilizing similar group methods as were
employed in the Foulds studies.

Self-study was the variable investigated by McClain57 when
he attempted to detect changes in teachers along self-actualization
dimensions. He used one hundred and thirty teacher education
students in his study. Incorporated in the self-study course were
readings from Jourard's, The Transparent Self and Personal Adjustment;
Maslow's Personality Motivation and, four theoretical chapters from

Perceiving Behavingi Becoming and the use of many personal assessment

 

instruments. McClain reports mean increase scores in each of the I,

S, Sa and C categories significant at the .001 level.

 

55Richard E. Byrd, "Training in a Non-Group", Journal of
Humanistic Psychology, VII, (1967), pp. 18-27.

 

 

56Robert Winborn and Wayne Rowe, "Self-Actualization and the
Communication of Facilitative Conditions--A Replication", Journal of
Counseling Psychology, XIX, No. 1, (1972), pp. 26-29.

 

 

57Edward W. McClain, "Personal Growth for Teachers in Training
Through Self-Study", Journal of Teacher Education, XXI, No. 3,
(Fall, 1970), pp. 273-377.

68

The outcomes of Foulds and McClain's studies indicate that
the personal characteristics of teachers may be amenable to change
through the medium of the classroom. Whether these changes are
durable or long lasting and whether the test results can be seen as
actual behavioral change is yet to be investigated. There remains,
however, the indication that changes in the educational approach can
elicit changes in the future teacher's attitude toward self and
therefore toward others.

Alternative methods of developing self-actualization
characteristics in teacher trainees include Zen Meditation58 and
various aspects of Outward Bound programs. Though the relationship
between educational media and self-actualization has not, to this
researcher's knowledge, been researched, the goals of patience,
confidence, and flexibility along with the methods employed should,
as assumed, bring about the changes in teacher trainees in the

direction of self-actualization.

Unpredicted Outcomes

 

An unpredicted relationship occurs when both group profiles
are compared to the profile for self-actualization (see figure 4.2).
On the Existentiality factor, both study groups fall far short of
the self-actualized norm of 24.8 (see Table 4.7) and describe a profile

similar to the normal population. This relationship is also found when

 

58Terry V. Lesh, "Zen Meditation and the Development of
Empathy in Counselors", Journal of Humanistic Psychology, VII,
(1961), pp. 39-45.

69
both study groups are compared to the self-actualizing and normal

norms on the Acceptance of Aggression factors.

Table 5.3

Comparison of Study Groups, Self-Actualized and
Normal Means

 

 

Existentiality Acceptance of Aggression
Group I 22.8 - 16.5
Group II 21.1 16.2
Sa Norm 24.8 17.6
Normal Norm 21.8 16.6

 

It is possible then that lower Existentiality and Acceptance
of Aggression are characteristics of persons who have either elected
to go through the teacher training process or occur as a result of
the process itself. Should further research occur with teachers on
these two factors it would yield valuable data for the teacher
education institutions which are concerned with developing more self-
actualized personnel or increasing the value of the student teacher

relationship.

Limitations of the Study

 

In considering the methodology and results of the present
study, one must be aware of the limitations which circumscribe
the data. It is for this reason that the author now states the
limitations which he sees as effecting the application and usefulness

of the investigation data.

70
The study group, though initially a random sample
grouping, initially took on the characteristics of a
self-select group with unknown effect on the results of
the investigation.
There is little known about the relationship between a
student teacher's perception of his future relationships
with students and his approach once he is in actual
charge of the classroom.
As stated in the text of Chapter II, the MTAI, used in
classifying teachers into either study group, is the
subject of some discussion in regard to its validity and
susceptability to ”faking good", thus limiting the
behavioral predictability of the instrument.
The mean age of the pOpulation studied was twenty-two
and Maslow states ". . . that self-actualization of the
sort I found in older subjects was not possible in our
society for young developing people."59
Self-actualization characteristics which neither of the
two studied groups possessed Existentiality, and
Acceptance of Aggression were not pursued in this
investigation and should yield further data for schools
who are concerned with the development of self-actualizing

persons.

 

59Maslow, Motivation and Personality, Op. Cit., p. 200.

71
6. To what extent are the items on the MTAI, child-centeredness
scale equivalent to the high self-actualizing (Shostrom)
measures is unknown at this point, thus presenting a
possible limiation to the current study as being descriptions

of redundant similarities and differences.

Suggestions for Further Research

 

Through the process of investigating the current problem,
a number of interesting questions arose. Each of these, by
themself gives rise to additional studies. These questions are here
reformulated and included as suggestions for further study. Some of
these questions are related to limitations in the current investigation
while others are intended to extend the scope and to further describe
characteristics of the child-centered teacher.

1. Replication studies with larger populations are seen as
useful to yield additional data for support or rejection
of the current study results.

2. Utilizing the current design but substituting principal's
ratings, or some other method of measuring child-centered-
ness, would yield validity data to support or reject
MTAI Group placement and increase the significance of the
P01 results reported in this study.

3. Follow-up studies with the current population once they
have established themselves as in-service teachers would
yield data concerning changes in attitude and self-
actualization. These changes might result from aging
experience, and changes which occur as involvement

in "real world" classrooms .

72

Suggestions as an Outgrowth of the Current Study

 

1.

As a method of developing the self-actualization
characteristics of Inner-Direction, Capacity for Intimate
Contact, Spontaneity and Self-Acceptance, non-standard
teaching techniques could be tested. These could include
interpersonal group activities, Zen meditation, self-study,
Outward Bound and various adventure programs.

The self-actualization characteristics of Existentiality
and Acceptance of Aggression might be pretested at an
early entry level into the teacher education program

and post-tested at the senior level to investigate
whether these lower results are a product of the program
or are characteristics of persons who enter the programi
The Existentiality and Acceptance of Aggression sub-
factors may be amenable to one of the non-standard
teaching methods or specific types of group dynamics
techniques such as Gestalt groups or controlled
confrontation situations.

Various methods may be utilized to investigate whether
the college program for teachers has a positive or
negative effect on teacher educators.

In-service programs could be identified which aid in

the development of those self-actualization characteristics
which differentiate child-centered teachers from
authoritarian. These programs could also be evaluated
on the basis of their effect on Existentiality and

Acceptance of Aggression.

73
6. Personalities of teacher educators as well as school
administrators and school faculties could be evaluated
to determine their effect on self—actualization charac-

teristics of entering teachers and teacher trainees.

Summary

Child-centered teachers are generally more self-actualized than
authoritarians. Specific characteristics such as Inner-Directedness,
Spontaneity, Self-Acceptance, and Capacity for Intimate Contact
account for all of the significant variance between groups. It was
also interesting to find that neither group appraoched self-
actualization levels on the two subscales of Existentiality and
Acceptance of Aggression.

Throughout the total study it became increasingly evident
to this author that there is a strong relationship between the mental
health of the teacher and his capacity to build personal growth
producing relationships with and for his students. To this point
this author sees little movement by teacher training institutions
to concern themselves with the mental health status of their trainees.
It is hoped therefore, that the effect of this investigation will
be to introduce institutions of higher learning to a new responsibility
which they might assume; the development of more fully functioning

persons to lead our nation's youth.

CHAPTER VI
REFLECTIONS

After the dissertation is complete and the oral examination
is over there remains one glaring conviction and that is that
educators must be persons in their own right. Their needs for
dominance, attendance, dependency and subordination of students ought
to rank low in their list of priorities. At the apex of such a list
should be the joy of seeing their students become increasingly
independent thinkers. Persons who are increasingly able to plan,
discover and evaluate their own progress toward their self-chosen
goals.6O

Relating this conviction to the present study, I have begun
to wonder what the universitie's role can be in developing personhood
in teachers. Can schools of education be expected to weild much
influence over a teacher's classroom manner and personality? Some
studies have been cited in the present dissertation which indicate

that a single class can influence a future teacher's self-growth and

personhood a great deal. For the most part, these have been pre and

 

60I am aware that a great deal of debate exists at this point.
Some persons argue that my educator would then be willing to allow
his students to become more adept Hitlers than Hitler himself and
that educators ought to be willing to help bomb builders become even
expert at their chosen goals. My response to these arguments lies
in the belief that Hitlers and bomb builders exist only as a reaction
to the frustration of more socially accepted goals.

74

75
post test, paper and pencil studies. Such studies often fall short
when the pre condition is compared with actual classroom performance
in the real world of the school.

My friend Chuck can point to incidents in his background as
an elementary student which influence the way in which he approaches
his graduate students at the university. Personally I can identify
aspects of my early childhood which have a decided bearing on my
approach to undergraduates. If it is common that teachers like us
approach our students with perceptions and manners learned in
early childhood, can these be changed when deemed personally .
inappropriate? I have begun to wonder what it takes to create, in
a person, a sense of fulfillment so that he may inturn facilitate
that same sense in his own students. Now I have a reserve of guesses
and perhaps in the future these may be tested.

It is my belief that the relational characteristics which
have been advanced in the earlier paragraphs can only occur in an
association when at least one party possesses enough confidence and
self-actualization to be relatively non-denfensive and accepting with
enough enthusiasm to explore the concern at hand. Hopefully, that
party will be the teacher in the classroom, whether it is situated
in the higest floor of the university ivory tower or the ground level
of kindergarten classrooms.

Even though I see the teacher model as the most important,
long lasting influence on personal attitudes and self-actualization
there are a variety of class structures which seem well worth
investigating. These include programs which involve Outward Bound

(adventure education) techniques, sensitivity classes, open

76

curriculum (student chosen subject matter) practical, real life classes
in the social sciences as well as chances to explore ones philosophical
and value systems.

I realize that each student is in a unique place in his
life exploration and to try and funnel the class through a standard
curriculum only satisfies a small part of the group and, of that
portion, only a small section of their need is fulfilled. We must
be willing to have enough faith in our students to allow them to
chose their own curriculum and to facilitate their progress as best
as our wisdom allows.

To complete the circle then is the conviction that teachers
who like their own process, who are excited about their own growth
and who are happy moving along the continuum of self-actualization
will be free to allow that process in their own students.

The question then remains to be answered by future
experimentation, just how we as "seasoned educators can best

facilitate this process in our successors.

BIBLIOGRAPHY

BIBLIOGRAPHY OF REFERENCES

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Chase, John B., et. al. "A Goal Description of the College of
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Combs, Arthur W. The Professional Education of Teachers. Boston:
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Cook, Walter, Caroll Leeds, and Robert Callis, Minnesota Teacher
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78

Heil, Louis M. "Modifying Behaviors (Self Concept) of Certain Teachers".
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Maslow, Abraham H. Eupsychian Management, A Journal. Homewood,
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. Motivation and Personality. New York: Harper and
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McClain, Edward W. "Personal Growth for Teachers in Training Through
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Oelke, M. C. "A Study of Student Teachers' Attitudes Toward Children",
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Rappaport, Leon G. Personality Development, The Chronology of
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Rogers, Carl R. "Can Schools Grow Persons", Educational Leadership,
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Scates, Douglas E. "Teaching as a Function of the Teacher's Personality",
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Seymour, Harold. "Personality Traits for Teachers”, Journal of
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Shostrom, Everett. Personal Orientation Inventory Manual. San
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Winborn, Robert and Wayne Rowe, ”Self-Actualization and the
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SUPPLEMENTAL BIBLIOGRAPHY

Brown, John R. and Delores LaFaro, "A Further Study of the Fakability
of the Personal Orientation Inventory," Journal of Clinical
Psychology, XXV, No.3, (July, 1969), pp. 296-299.

Buros, Oskar K. The Fourth Mental Measurements Yearbook, The Gryphon
Press, Highland Park, New Jersey, 1953.

, The Seventh Mental Measurements Yearbook, The Gryphon
Press, Highland Park, New Jersey, 1972.

Dandes, Herbert M. "The Relationship Between Measured Psychological
Health and Certain.Attitudes and Values of Teachers". Unpublished
doctoral dissertation, Syracuse University, 1964.

Dugan, Ruth R. "Personality and the Effective Teacher", Journal of
Teacher Education, XII, Spring, 1961.

Ford, Richard William, "The Relationship of Psychological Health of
Elementary School Principles to the Organizational Climate of
Schools", Unpublished doctoral dissertation, Syracuse University,
1966.

Fox, Julia Van Dusen, ”The Self-Actualizing Teacher," Improving
College and University Teaching, XIII, No. 3, Summer, 1965.

Hamachek, Donald E. "Characteristics of Good Teachers and Implications
for Teacher Education", Phi Delta Kappan, L. No. 6, February,
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, Encounters with the Self, Chicago: Holt, Rinehart, and
Winston, 1971.

, "Personality Styles and Teacher Behavior", The Educational
Forum, March, 1972.

Lee, Walter S. "Human Relations Training for Teachers: The Effective-
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Research, XXI, No. 1, January, 1970.

Morris, Van Cleve, Existentialism in Education, New York: Harper and
Row, 1966.

Leeds, Carroll H. "Predictive Validity of the Minnesota Teacher
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Spring, 1969.

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81

Leib, Jere W. and William V. Snyder, "Effects of Group Discussions
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LeMay, Morris L. "Self— Actuallzation and College Achievvmtnl at
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Moustakas, Clark E. Loneliness. Prentice-Hall, Inc., Englewood
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, The Authentic Teacher, Howard Doyle Publishing Co.
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Murray, Eloise, "The Teacher as a Person”, Journal of Home Economicg,
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Pines, Robert Alan, "Some Affective and Cognitive Outcomes in an
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Provost, Leon G. "A Follow-Up Study of Beginning Teachers in Multi-
Cultural Schools who have Attended a Pre-Service Institute
Dealing with Problems of School Desegregation". Unpublished
doctoral dissertation, East Texas State University, 1970.

Sands, Billie Louise, "An Exploratory Study of Self-Actualization and
Self-Perception of Competency Among Michigan Family Life
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Slaughter, C. H. "A Proposed Screening Program for Elementary
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Swift, Marshall S. "Parent Child- -Rearing Attitudes and Psychological
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Thompson, Jack, "The Relationship Between Carl Rogers' Helping
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of Educgtional Research, XX, No. 4, September, 1969.

 

APPENDIX A

MICHIGAN S'I‘A'I'I‘: UNIVI‘IRSI'I'Y l.\\l I.\.\\|.\(.o\m|m.\\ my:

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301C Erickson Hall Curriculum Department

Dear

Beginning January 29 and extending through Saturday, February 3, 1973,
we are conducting a research study with a selected group of Education
450 students. Your name is one of those randomly selected from this

group.

The study is part of my doctoral dissertation and is aimed at gathering
data to provide a basis for educational changes in the College of
Education.

The part of the study which I am asking you to participate in is a
survey-testing situation. During the hour and a half session, you will
be asked to fill out a very short survey and take two inventories.

None of these: will have any bearing on your 450 class evaluation. The
reporting of scores will never be reported for individuals but as group
statistics only. There is one exception to this rule and I hope it is
exciting to you: February 12 - 16 are days when, if you would like to
have your test scores, you and you only can pick them up in 3010 Erickson
Hall. Since one test is of teacher attitude and the other a personal
orientation inventory, the results should be interesting to you as post
student teachers.

Soon you will be receiving a phone call asking for your participation in
our study and we would very much appreciate your cooperation and help.
The dates and times set up are as follows:

Monday 1/29 3:30-5:00 p.m., 7:30-9:00 p.m.

Tuesday 1/30 9:30-11:00 a.m., 2:30-4:00 p.m., 7:30-9:00 p.m.
Wednesday 1/31 3:30-5:00 p.m.

Thursday 2/1 3:00-4:30 p.m., 7 00-8:30 p m.

Friday 2/2 9:30-11:30 p.m., 10:30-1 :00 a.m., 3:15-4:45 p.m.
Saturday 2/3 10:30-12:00 a.m. 2:00-3:30 p.m.

We hope that one of these time segments will be convenient for you to

participate. I hope that your reply to our phone call is positive and
you have both fun and gain some further insight by your participation.
Yours truly,

'fiaihemnurovj;4dézz:a(£p4t~d

Norman Sterchele

82

APPENDIX B

APPENDIX B

Dear

 

We appreciate your interest and willingness to participate
in our research project involving Ed. 450 class students.

 

 

The date you have agreed to meet is .
The time of the meeting is .
The room of the meeting is .

 

Please remember that your results will be available to
you and to you only the week of February 12-16 in room 301C Erickson
Hall.

Thank you, Research Asst.

 

NOTE: The above instrument was mailed via postcard.

83

APPENDIX C

APPENDIX C

Table of Sample Attrition

 

I Population from which sample derived N = 503
11 Samples randomly selected n1 = 126
III Attrition due to following sources
a. letters of invitation returned to sender . . 11
b. no phone contact made . . . . . . . . . . . 14
c. negative responses . . . . . . . . . . . . . 14
d. non-attendance at sessions . . . . . . . . . 16
Attrition total 55 - 55
n2 = 71
IV Group session attendance added attendance due
to second phone contact (individual sessions). 3 + 3
V Total population in sample n3=74
VI Percentage return from n1 pOpulation 59 percent

84

APPENDIX D

85

 

 

 

 

 

 

 

so 550 mm 314221 I I
(1) Student Name (2) Student lo.
Last First
(3) Campus Address (4) Phone
(5) Term Student Taught l9~_

 

(6) Grade Level Student Taught (Check One)
Early Childhood Kg Prl Inter UpEl
Junior High Sr High Other

 

(7) If you student taught in either the junior high or senior high, check 9“. of the
following for your academic field:
English Math or Science Soc Stud Foreign Lang
Other (please write in)

 

 

(8) Student Teaching Center School Home

 

(9) Please make an x at the point which best describes your feelings about the following
four items: '

(9a) Your school atmosphere .
ll 2 3 4 5 6 7 8 9 10/
very average very
traditional liberal

(9b) Your classroom atmosphere

 

L1 2 3 I. s 6 7 a 9 10/
very average very
traditional child centered

(9c) Your perception of your success in the student read. ing classroom

[1_ 2 3 b 5 6 7 8 9 10/
none average 1001 success

(9d) Your perception of your success in life

[1 2 3 4 5 6 7 8 9 10/
none average 1001 success

DO NOT WRITE BELOU THIS LINE, PLEASE

 

 

 

 

l W T 353, Table Desc:
IAII Pro 88450 [, II' II 4] Be- 31 8a
30. f T 1 1 8n 0:

 

 

 

APPENDIX E

APPENDIX E

Table I

Demographic Treatment of Sample (n3)

1. Number of respondents by age

20 years (2) 24 years (3)
21 years (35) 25 years (2)
22 years (20) 26 years (2)
23 years (6) Over 26 years (4)

2. Number of reSpondents by Sex--Percent of Total in ( ).
Female 59 (80) Male 15 (20)

3. Number of respondents by class in school--Percent of Total ( ).
Seniors 73 (98.6) Juniors 1.(1.4)

4. Number of respondents by level of student teaching--Percent total ( ).

Early Childhood 0 (0) Junior High 22 (26)
Kindergarten 3 (04) Senior High 26 (31)
Primary 15 (18) Total Secondary 48 (57)
Intermediate 8 (09)

Upper Elem. 4 (05) No Student Teaching 6 (07)

Total Elementary 36 (37)

Total 841

 

1Twelve students reported: (2) two student teaching terms
(8) split responsibility in grade levels of student teaching.

86

87

Table 11

Student Teaching Assignments and Number of Students

 

-- .---'
-» m—

Number of Respondents Percent n3

 

English

Foreign Language
Home Economics
Physical Education
Driver Education
Math/Science
Psychology
Agriculture
Special Education
Art

Social Studies
Industrial Arts
Speech Therapy
Business

General Elementary
No Response

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to

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12 students reported:

responsibilities and grade level assignments.

Table 111

Student Teaching Center and Number of Students

(Sample Centers Only)

(2) two student teaching terms (10) split

 

 

Area

Number

 

Lansing

Grand Ledge
Berrien Springs
Bay City/Saginaw
Detroit

Foreign

Lowell

Macomb County
Williamston
Niles/Benton Harbor
Pontiac

Westland

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APPEND IX F

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APPENDIX C

EDUCATIONAL AND INDUSTRIAL TESTING SERVICE
M‘IIHHHHH‘““Hu‘m‘llw P051 OFFICE Box 7234
,. SAN DIEGO. CALIFORNIA 92107

Order Depart men! (7 I 4) 2224 666
Editorial Oflica (7 I 4) 480-1 666

June 1, 1973

Norman Sterchele

301 C. Erickson Hall
Michigan State University
East Lansing, MI 48823

Dear Mr. Sterchele:

Thank you for your letter regarding inclusion in your
dissertation of the P01 Profile sheet containing plotted pro-
files of mean scores for samples in your research and Figure 1
from the POI Manual.

This will grant you such permission provided that should
the sheet be reproduced, the cepyright notice remain and the
words added "Reproduced with permission." It is understood
that University Microfilms may supply single copies of your
dissertation upon request. Capies of the test booklet itself
may not be bound with dissertations.

I look forward to seeing the results of your research and
to receiving a copy of your dissertation or, abstract and

copies of your data analysis and results.

Sincerely,

RRK/bbn

90