ABSTRACT AN EXPLORATORY STUDY OF THE EXPRESSED ATTITUDES OF THE GRAND RAPIDS PUBLIC SCHOOL TEACHERS AND THE GRAND RAPIDS CHRISTIAN SCHOOL TEACHERS IN SIX AREAS OF PROFESSIONAL HUEAN RELATIONS By K. Patrick Bode The purpose of this investigation was to examine the expressed attitudes of the teachers in the Grand Rapids Public Schools and the expressed attitudes of the teachers in the Grand Rapids Christian Schools. Data were gathered to: (1) determine the expressed attitudes of the two groups of teachers in each of six areas of professional human re- lations; (a) how they feel about teaching as a profession; (b) how they feel about fellow teachers; (0) how they feel about the principal; (d) how they feel about students; (e) how they feel about the school; and, (f) how they feel a- bout the community; (2) determine what significant differ- ences, if any, appear between the two groups of teachers in each of the six areas considered; and, (3) to determine what significant differences, if any, appear within each group of teachers separated according to level taught in each of the six areas considered. The resolution of these objectives was sought by administering and scoring the Walker Professional Human 5. Patrick Rode Relations Questionnaire. The pOpulation consisted of all regular classroom teachers in the two school systems studied. The sample was composed of 180 teachers from each system divided into groups of 60 from each of the levels, elementary, junior high and senior high school. Of the 180 who received the questionnaire, 142 were returned from the Grand Rapids Christian Schools for a return rate of 79% and 131 were returned from the Grand Bap- ids Public Schools for a return rate of 73%. The independent variables in this study were the school system in which the teacher taught and the organi- zational level on which he taught. The individual's scores on the total test and on each sub-test within the question- naire were the dependent variables. Mean scores on the WTHRQ were computed for each level of the independent variables. The Finn program of multivariate analysis of variance was then computed to determine whether observed differences be- tween means were statistically significant at the .05 level. The analyses of the mean scores in relation to the independent variables of school system and level taught re- vealed nine significant differences in the total test mean scores. The only comparison not statistically significant was within the Grand Rapids Christian Schools between ele- mentary and junior high teachers. The comparison between sub-test scores revealed statistical differences ranging from one sub-test to all six sub-test scores. In all comparisons done in the study, the teachers Patrick Rode in.tflie Grand Rapids Christian Schools had a significantly morwa positive attitude than did the teachers in the Grand Rapfixls Public Schools as shown on the questionnaire both as a total group and when compared by organizational level taught. An attempt was made, through interviews, to determine the elements leading to the more positive attitudes held by teachers in the Christian School System. Perhaps the over- riding reason found was that the similarity of culture, pur- pose in life, religious views, customs, outlook on life and traditions caused a feeling of satisfaction, comfort and cohesion which in turn creates the positive attitudes. This cohesiveness was largely responsible also for the positive attitudes shown toward their fellow teachers and students. The interviews revealed that diversity was not valued within the Christian School System. They, like all of us, tend to like them that are like themselves. The study revealed that teacher involvement in decisions affecting their role within the profession has a direct relationship to their perception of teaching as a profession. The study further revealed that the role of the administrator in negotiation has widened the gap between teacher and administrator. Finally, the study revealed that the amount of participation in decisions concerning the school by teachers causes more positive attitudes toward the school. AN EXPLORATORY STUDY OF THE EXPRESSED ATTITUDES OF THE GRAND RAPIDS PUBLIC SCHOOL TEACHERS AND THE GRAND RAPIDS CHRISTIAN SCHOOL TEACHERS IN SIX AREAS OF PROFESSIONAL HUMAN RELATIONS 8° By C K? Patrick Bode A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1970 Ca”? V»; '1 l w I . I ( . DEDICATION This dissertation is dedicated, with love, to my wife, Dolores. ii ACKNOWLEDGMENTS It is always extremely difficult, through a brief acknowledgment, to express gratitude to all who have given so generously of their time and have provided continuous encouragement and leadership. The completion of the re- quirements for an advanced degree is possible only through the extra efforts and consideration of many people, of whom I am recognizing only a few. To my wife Dolores and our children, Greg, Mitch, Pat, Colleen and Chris, I wish to express my love and gratitude for the love and support they give to me. With- out their help, patience, understanding and encouragement, especially during the past year, this program could not have been carried to its' completion. I wish to express my sincere appreciation to Dr. Dale V. Alam, chairman of my doctoral program. Beyond this, in so many ways during the past year, he has provided en- couragement, personal growth and friendship for which I am grateful. To the other members of my doctoral committee, Dr. Marvin Grandstaff, Dr. George Myers and Dr. James McKee, I wish to express my sincere appreciation for their willingness to give of their time. Their guidance, support and friendship throughout the program have been helpful and appreciated. iii iv A special note of thanks is expressed to my wife's parents, Mr. and Mrs. Ben Goodyke, for their confidence in me and their encouragement during the program. Gratitude is also due the many individuals who pro- vided direct assistance in the study. Among those who gave unselfishly of their time, special mention is given the following: Howard Teitelbaum for statistical assistance; George Churchill for advice and assistance regarding dupli- cation procedures; Sally Bielema, Patricia Bloem, Robert Boersma, Mark Deters, Bob DeWit, Patricia Dykema, Deborah Groeneveld and William VanDyke for clerical and scoring assistance and for the inspiration and friendship they have given me in and out of the classroom. Appreciation is also expressed to Dr. Jane Bonnell, Director of Testing, Mr. Robert Stark, Director of Secondary Schools, Miss Ina Lovell, Director of Elementary Schools and the teachers in the Grand Rapids Public Schools and to Mr. Philip Elve, Superintendent, and the teachers in the Grand Rapids Christian Schools for their assistance and 000peration in completing this study. Finally, a special expression of gratitude is given to my two friends and fellow doctoral students, Dr. Matthew Klein and Dr; Clyde Claycomb, not only for their invaluable assistance and advice but for the friendship and acceptance they gave to me. K. PATRICK RODE Chapter I. II. III. IV. TABLE OF CONTENTS II‘TRODLTCrPION . O O O O C O O O O O O O O PrOblem C O O O O O 0 O 0 Definition of Terms . . . Methods and Procedures Used Organization of the Study . Purpose . . . . . . . . . . . Significance of the Study . . . . . . . Hypotheses . . . . . . . . . . Limitations of the Study . . . . . . . Assumptions of the Study . . . . . . . REVIEW OF RELATED RESEARCH AND LITERATURE Introduction . . . . . . . . . . . . Teacher Attitudes . . . . . . . . . Types of Attitude Studies . . . . Research in Teacher Human Relations . Teacher Attitudes Toward Teaching as a Profession . . . . . . Teacher Attitude and Involvement . Key Roles Affecting Teacher Attitudes Attitude Change . . . . . . Teacher Attitudes in Relation to Effectiveness . . . . . . . . . . Desirable Teacher Behavior . . . . . . Summary................ THE RESEARCH PROCEDURE . . . . . . . . . Selection of School Systems . . . . . . POpulation and Sample . . . . . . . . . Selection of an Instrument . . . Administration of the Instrument and Collection of the Data . . . . . . . Summary . . . . . . . . . . . . . . . . ANALYSIS OF DATA . . . . . . . . . . . . Introduction . . . . . . . . Hypotheses Tested . . . . Distribution of Questionnaire Mean Scores . . . . . . . . . O O O C O O 0 O O O O O O O O O O O O O Page H Examination of Questions Question 1 Sub-Question 1.1 Question 2 Sub-Question 2.1 Question 3 Sub- Question 3.1 Question 4 Sub-Question A. 1 Question 5 Sub-Question 5:1 Sub-Question 5.2 Sub-Question 5.3 Question 6 Sub-Question 6. 2 Sub-Question 6.3 Results of Persona Sub-Test 1 Sub-Test 2 Sub-Test 3 Sub-Test 4 Sub-Test 5 Sub-Test 6 Sub—Question 6.1 : 1 vi [-100 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o a o O O O O O O O O 0 O O O O O O 0 0 "30000000000000 :3 doooooooooooooooo (D <: ('D 2.‘ U) 0 O O O O O O O O O O O O C O O O O O O O O O O O O O O O O O C O O O O O O O O O O O O O O O O O O O O O O O O O O O 0 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O cocoooHoooooooooooooooo V. SUMMARY, CONCLUSIONS AND RECCIIHENDATIONS . BIBLIOGRAP APPENDICES Summary Conclusions . Recommendations . . . . . . . . . . Recommendations as Seen by Author . Recommendations for Future Research HY . . Appendix Appendix Appendix Appendix COCO» Announcement Letter . . . Questionnaire and Cover Letter Follow-up Letter . . . . . . . Interview Letter . . . . . . . 101 105 108 111 113 120 121 128 129 Table 3.1 u.1 4.2 4.3 4.4 4.5 A.6 A.7 4.8 4.9 n.10 4.11 h.12 4.13 £1.14 4.15 4.16 LIST OF TABLES InterView Guide 0 O O O O O O I O O O O O O O Questionnaire Distribution and Return . . . . Mean Scores - Total Group . . . . . . . . . . Mean and Cell Frequency for Total Score Total Group . . . . . . . . . . . . . . . . Mean and Cell Frequency for Sub-Tests TOtal Group C O O O O O O I O O O O O 0 O 0 ANOVA Table for Total Group Sub-Test Scores . Mean and Cell Frequency for Total Score Group I (Chr.) El. vs. Group II (Pub.) . . Mean and Cell Frequency for Sub-Test Scores Elementary Teachers . . . . . . . . . . . . AMOVA Table for Elementary Teacher Sub-Tests Mean and Cell Frequency for Total Score Group I (Chr.) vs. Group II (Pub.) Jr. Hi. Mean and Cell Frequency for Sub-Test Scores Junior High Teachers . . . . . . . . . . . ANOVA Table for Junior High Teachers Sub-Test Mean and Cell Frequency for Total Score Group I (Chr.) vs. Group II (Pub.) Sr. Hi. Mean and Cell Frequency for Sub-Test Scores Senior High Teachers . . . . . . . . . . . ANCVA Table for Senior High Teachers Sub-Tests Mean and Cell Frequency Group I (Chr.) Total Score-According to Level Taught . . . . . . Mean and Cell Frequency for Sub-Test Scores GPOup I (Chr.) " El. VS. J.H. o o o o o o 0 vii Page 55 63 64 66 67 68 69 70 71 72 73 74 75 76 77 78 80 Table “.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 viii ANOVA Table for Group I (Chr.) Sub-Tests El. VS. J. H. C O O O O O O O O O O O 0 Mean and Cell Frequency for Sub-Tests Group I (Chr.) E10 VS. SOHO o o o o o 0 ANOVA Table for Group I (Chr.) Sub-Tests El. vs. SCH. O O O O O O O O O O O O 0 Mean and Cell Frequency for Sub-Tests Group I (Chr.) J.R. vs. S.H. ANOVA Table for Group I (Chr.) Sub-Test J.H. vs. S.H. . . . . . . . . . . . . . Mean and Cell Frequency for Group II (Pub. According to Level Taught . . . . . . . Mean and Cell Frequency for Sub-Tests Group II (Pub.) El. vs. J.H. . . . . . ANOVA Table for Group II (Pub.) Sub-Tests El. vs. JOH. . C O O O O C O O O O O 0 Mean and Cell Frequency for Sub-Tests Group II (Pub.) El. vs. S.H. . . . . . ANOVA Table for Group II (Pub.) Sub-Tests El. vs. SOHO O O O O O O O O O I I O 0 Mean and Cell Frequency for Sub-Tests Group II (Pub.) J.H. vs. S.R. . . . . . ANOVA Table for Group II (Pub.) Sub-Tests JOH. vs. SOHO O O O O C O O O O O O O O Page 81 82 83 85 86 88 89 90 91 92 93 CHAPTER I INTRODUCTION The Problem There is general agreement among contemporary writ- ers in education that the creation of a wholesome emotional tone and the development of the self-concept of students in the school is a major function of the teacher. The teacher, through the use of the status that his position provides him, can establish or prevent the establishment of a climate which permits the maximum growth in human relations in the classroom and school. Further, there is considerable evidence that teach- ers are often unaware of the image they present to the stu- dents with whom they work. The teacher may see himself funct- ioning in a prescribed role or manner, but his behavior is per- ceived or the motivation is interpreted in a conflicting man- ner by the students. It is evident as the relationship between teacher and learner is examined, that the ultimate success of any educational program is related significantly to teachers' attitudes. Coleman related in Equality of Educational Opppr- tunity that a number of school characteristics and curriculum practices do not have any appreciable effect upon the achieve- ment of students when selected personal background 1 characteristics are held constant. It was found that such characteristics and practices accounted for only a very small percentage of the variation in achievement of the students from which Coleman reached this conclusion.1 In addition, he found that contrary to pOpular be- lief, pupil-teacher ratio2 and the number of specialized rooms in the building do not show any perceptible relationship to achievement.3 In light of this information and the presence of existing Federal Compensatory Education Programs aimed pri- marily at changing those factors Coleman found not to be sig- nificant, the question might be asked, are the governmental agencies really interested in change? One of the major causes for schools existing in their present form is the attitudes held by teachers. Whether the structure of the schools shapes the attitudes of teachers or whether the structure of the schools is caused by the atti- tudes is a philos0phical point not within the sc0pe of this study. The research seems to imply that the success or fail- ure of any educational endeavor rests primarily in the atti- tudes held by the teacher towards the student and the learning environment. Although it is obviously true that some changes can be achieved by spending money on buildings, equipment and 1James S. Coleman, Equality of Educational Opportun- it , (Washington, D.C.: U.S. Government Printing Office), 1966, pp. 220-275. 2 Ibid, 31b1d, new programs, the changes will not be significant for, as Combs says, ". . . the really important changes will only come about as teachers change."4 The vast changes taking place in society today will eventually reach the educational system. The changes taking place are fundamental ones that will affect the basis of our entire societal structure. This will require a new practice in our schools. The present practices of perpetuation of the customs, attitudes and practices of the existing adult so- ciety will have to shift to one of bringing about self- awareness and self-actualization in the lives of the students. To prepare for this change, research must begin to focus on the situation as it exists. Combs states, "In- stitutions are made up of peOple, and it is the behavior of teachers in classrooms that will finally determine whether or not our schools meet or fail to meet the challenge of 5 our times." This study is aimed at examining the situation as it exists now in the school districts studied. Purpose The purpose of the study is to examine the express- ed attitudes of the teachers in the Grand Rapids public schools and the expressed attitudes of the teachers in the Grand Rapids Christian schools. Data were gathered in the two systems and “Arthur w. Combs, The Professional Education of Teachers, (Boston: Allyn and Bacon, Inc.), 1965. p.v. 51bid., p. 5. analyzed in order to: 1. Determine the expressed attitudes of the two groups of teachers in each of six areas of professional human relations. a. How they feel about the teaching profession. b. How they feel about other teachers. 0. How they feel about the principal. d. How they feel about the children they teach. e. How they feel about the school. f. How they feel about the community. 2. Determine what significant differences, if any, appear between the two groups of teachers in each of the six areas considered. 3. Determine what significant differences, if any, appear within each group of teachers in each of the six areas considered. Significance of the Study The study presents a unique opportunity to study the expressed attitudes of teachers in two different school systems within the same community. The geographical location brings about many points of similarity in the two systems. They share many services; share students in that many child- ren attend both systems during their school years; each system has teachers that have taught in both systems; and many times buildings are across the street from each other thus showing that the families and children share the general neighborhood life style. Beyond this, the two school systems share many other characteristics in common. The goal of each system, although different in perspective, is to give each child the best education possible. The faculties, both teachers and principals, received the same general education in a teacher education program. Although the majority of teachers in the Christian School System received their undergraduate edu- cation at Calvin College, which is in effect the same school system, a significantly high percentage of them pursue gradu- ate work in the state public institutions of higher education as the only source Open to them. In addition, a number of teachers in the Christian School System received their undergraduate degrees from public institutions. Calvin College graduates are also found teaching in the Grand Rapids Public School System. The requirements for graduation are basically the same in the basic teacher education program at Calvin College and at public institutions. Calvin also relies heavily on the public schools for student teacher experiences as do the public institutions. So it appears that the educational preparation of the teachers in the two systems contributes to the similarity of the systems. The State of Michigan also contributes to this simi- larity by demanding the same set of qualifications for the certification of all teachers. The requirement of additional hours of academic course work for permanent certification is usually met by teachers in both systems attending public institutions. 6 Further similarity is seen in the organizational structure of the two systems. The divisions of elementary schools, junior high or middle schools and high schools con- sisting of grades 10-12 are common to both systems. Text- books are in many cases identical as are curricular offerings on the various levels. Methods of evaluation, both diag- nostic and evaluative, are very similar and in many cases identical. One difference has been the inclusion of a greater variety of non-academic courses in the public schools al- though this is changing as the Christian schools implement a greater diversity of course offerings. This in the past has been a measure of similarity in that students from the Christian School System have attended vocational classes and drivers' training at the public high schools. Today, in the State of Michigan, with the recom- mendation of the Governor's Commission to provide aid to non-public schools, the discussion is widespread concerning the differences or similarities in these two types of schools. The research shows that little or no work has been done in the area of differences between the two types of systems included in this study. Given the premise made earlier that the attitudes of the teachers in the classrooms are the most effective single characteristic having influence on the success of learning in the school, it is suggested that the study can contribute to the general body of know- ledge pertinent to this discussion. In addition to the general information generated by the study, there are specific points of interest in each of the six areas of professional human relations cov- ered by the questionnaire administered. The first area con- cerned, how teachers feel about teaching as a profession, presents an opportunity to examine a group of teachers who outwardly share a common general view of life with one that has a great diversity of outlooks. It is assumed, in this study, that the teachers in the Christian School System share a common view of life by nature of their religious views and Calvinistic outlook on the world. This implies that teaching is a "calling" and thus a position of worth. The fact that the Christian School System operates with a salary scale considerably less than the public schools and that the demands on the teacher in working conditions, such as, few schools giving in-school preparatory time, the super- vision of lunch pupils and the non-payment for many extra- curricular activities lend credence to the belief that dedication to teaching as a profession is greatly valued within the Christian School System. It is evident, from much of the criticism leveled at the public schools, that many believe teaching should be, . but is not yet, a profession. Little objective evidence underpins the many criticisms and solutions set forth, and although it is teacher behavior which is under scrutiny, there appears to be a dearth of evidence on what teachers themselves think about teaching as a profession. Another concern in this same general area is ex- pressed currently by those who feel that teacher unions are reversing the trend toward teacher professionalism. The Grand Rapids Public School teachers have organized into a professional organization that has presented demands to the school board in a series of contract negotiations culminating in a withdrawal of professional services in order to obtain their demands. The Christian School System teachers have not historically been involved in negotiation of matters per- taining to the services they render to the school. In actual fact, they have been consistently passive in this role, as- suming that the commonality of purpose with the school board would result in the board doing what is best and financially the most they can do for the teachers. As one examines the literature in the area of teach- ing as a profession, little is found to give light on the matter. Hughes, in his study of the literature, says that little exists and that what teachers themselves think about teaching as a profession should have high priority.6 This study will present and examine the data obtained from two groups of teachers presenting seemingly contrasting positions on this point. The one system purportedly has many of the aspects held in the public mind concerning professionalism such as dedication and no union-type organization while the 6Herbert H. Hughes, "Teaching Viewed as a Profession" (unpublished Doctoral dissertation, Colorado State College, 1962), p. 46. 0t 31' other has resorted to that which in the public mind is not professional, namely, the withdrawal of services. The second area of professional human relations ex- amined by the questionnaire is attitudes expressed by the teachers about other teachers. Given the assumptions made earlier that the teachers in the Christian School System share a common outlook on life and that the teachers in the Public School System in Grand Rapids share a great diversity of views, an Opportunity is presented to contrast expressed attitudes of these two groups of teachers with that char- acteristic in mind. Again assuming the effect of teacher attitudes on students mentioned earlier, the great signi- ficance of what the teachers value as far as diversity of outlook in their own membership on the education of young peOple is seen. The study should suggest in both groups a positive view of other teachers in that they reflect that which is expressed as a value in each group. The question is, is this true? How teachers feel about the principal is the third area of attitudes covered by the questionnaire. Studies have shown that the principal occupies a key role in estab- lishing a climate of high morale in school. In recent years, the increased activity in the public schools of teacher nego- tiations has placed the principal and teacher on Opposite sides of the bargaining table. A valid question raised by this development should be, has the changing role of the jprincipal created a less positive image in the eyes of the 10 teacher? The Christian School System still maintains the more traditional view Of the administrator. For all practi- cal purposes, no negotiation has taken place in the Christian School System thus the role of the administrator has not changed in this regard. Are the expressed attitudes of the Public School System less positive? Has the changing role of the principal affected his role through a different per- ception by teachers? The fourth area of professional human relations covered in the questionnaire is how teachers feel about the school they teach in. There has been a great deal said in recent days about the concept of community control of schools and their effect on the students and the constituents Of a given school. The Christian School System has many of the characteristics of a community school. Each of the in- dividual school buildings has a separate board elected from within the constituency that has a great deal of control over curriculum, etc., in the given school. Due to the small size of the administrative staff, the teachers have been and are now deeply involved in curricular evaluation and change as well as other matters of concern within the school. The rule is that the number of teachers on a given committee is equal to the number of administrators and board members to- gether. They hold representative membership on the com- mittees of the Central Board as well. Another factor strongly influencing the attitudes of teachers in the Christian School System is a financial one. 11 Their Own children, if any, attend the school system and they pay tuition for them. The salary scale is less and thus the teachers indirectly subsidize the school system. The teachers fill in in other areas recognizing that they save the system money by adding services. A third area influencing the attitudes of Christian School teachers is their individual committment to the same general vieWpoint of life shared with the others who attend, support and teach there. They share a religious, philo- sophical and cultural set with all concerned. The Public School System in Grand Rapids is con- siderably larger and a larger administrative staff puts the individual teacher in a different position. The finan- cial structure is different in that no tuition is charged for the education of public school teachers' children in the public schools, salary scales are negotiated on a more competitive basis and extra-curricular or added services receive greater remuneration. Also, the philos0phies and life styles represented in the students, teachers and con- stituents of the public school generally vary widely from individual to individual as well as from school to school. What differences, if any, will show up in the ex- pressed attitudes of the two groups of teachers? Does the size and degree Of involvement in a smaller school system result in a more positive attitude? What difference if any, in attitude will surface in a larger system with less involvement and more distance coming between the teacher 12 and source of authority? What are the expressed attitudes of the teachers toward the general community in which they teach? This is the fifth area covered in the questionnaire. The charge has continually been made against the Christian Schools that they are a devisive force in the community. The im- plication is that because the constituency of the Christian Schools is involved in a separate school system different in phiIOSOphical base than the public school that they withdraw from involvement in community affairs in general. Add to this the Calvinistic view of 'in the world but not of the world" and the school as an extension of the home together with the sometimes justified charge of the school as a means of indoctrination in a given set of beliefs and those who level the charge feel they have justified their accusation. ‘ The public school system is viewed by these peOple as the opposite of the Christian schools in this regard. The diversity of views held encourages less indoctrination and more community involvement as they see it. Because the public school involves a significantly larger segment of the population, the teachers in the public schools are therefore viewed as an integrating force rather than a devisive one. Given that these statements are true, the public school teachers should express a significantly more posi- tive attitude toward the community and its acceptance of 13 them than the attitudes reflected in the expressions of Christian School teachers. The last area covered in the questionnaire con- cerns the expressed attitudes of teachers toward the stu- dents. The assumptions expressed earlier concerning the similarity of viewpoints in the Christian Schools and the diversity of viewpoints in the Public Schools has bearing here also. Does the teacher in the Christian School with the concepts of the Covenant, the school as an extension of the home, total depravity and the same general world and life view reflected in a common culture, express a more positive view of the child or is it to be found in people with diverse backgrounds teaching students with similarly diverse experiences and cultures? Hypotheses The following hypotheses, stated in the null form, will be considered: 1. There will be no significant differences between the expressed attitudes Of the two groups of teachers in the total area of professional human relations as expressed on the questionnaire. 2. There will be no significant differences between the expressed attitudes of the two groups of teachers in how they feel about teaching as a profession. 3. There will be no significant differences between the expressed attitudes of the two groups of 14 teachers in how they feel about other teachers. There will be no significant differences between the eXpressed attitudes of the two groups of teachers in how they feel about the principal. There will be no significant differences between the expressed attitudes Of the two groups of teachers in how they feel about children. There will be no significant differences between the expressed attitudes of the two groups of teachers in how they feel about the school in which they teach. There will be no significant differences between the expressed attitudes of the two groups of teachers in how they feel about the community in which they teach. There will be no significant differences between the expressed attitudes of the two groups of teachers when grouped according to organizational level of teaching in how they feel about the total area of professional human relations or in how they feel about each of the sub-tests covered in the questionnaire. There will be no significant differences between the expressed attitudes within each of the two groups of teachers when grouped according to organi- zational level of teaching in how they feel about the total area of professional human relations or 15 in how they feel about each of the sub-tests covered in the questionnaire. Limitations of the Study The following limitations must be considered in interpreting the results of this study: 1. The information was received from a random sample of the teachers in the total pOpulation. 2. The information was limited primarily to responses to a questionnaire and thus is subject to the diffi- culties inherent in a paper and pencil test.. 3. The information was limited to responses from those who voluntarily returned the questionnaire. 4. The information was limited as in all attitude studies due to the difficulties in making judg- ments and classifying attitudes. 5. The information was limited in attempts to compare the two groups Of teachers due to limitations caused by intervening variables such as variety of individual experiences, changing society, personal values, interactions between peOple and communi- cation contaminates. Ajumptions of the Study The following assumptions are made for purposes of this study: 1. The instrument is assumed to be valid and reliable as supported in the review of the literature. 16 2. The attitudes expressed are accurate at the time they were expressed. 3. Teachers in the public schools hold a diversity of outlooks. 4. Students in the public schools hold a diversity of outlooks. 5. Teachers in the public schools see this diversity of outlook and experience as a value. 6. Teachers in the Christian schools share a common point of view. 7. Students in the Christian schools share a common point Of view. 8. Teachers in the Christian schools see this homo- geneity of outlook as a value. Definition of Terms The following terms are defined for purposes of this study: 1. Teacher: one who teaches a regular academic class or in a regular self-contained classroom. 2. Instrument: the Walker Teacher Professional Human Relations Questionnaire as described in Chapter III and included in Appendix B. 3. Teacher attitudes: “the way in which teacher see themselves and how they act and feel toward others."7 7Ralph H. Walker, “A Technique for Assessing Teacher Human Relations“ (unpublished Doctoral dissertation, Univer- sity of Florida, 1954), p. 5. u. 17 THRQ: the Walker Teacher Professional Human Relations Questionnaire. Methods and Procedures Used Following is a brief discussion of the methods and procedures used in this study: 1. The first phase of the study involved the selection of the two school systems to be considered in the study. This phase included the initial selection of the systems and obtaining the necessary per- mission and willingness of the schools to be in- volved in the study. The second phase involved the selection of a reliable instrument to be used to determine the expressed attitudes of the teachers at the time of the study. The third phase involved a visit to each school in which there were participating teachers and meeting with the principal to inform him Of the purposes of the study and to acquaint him with the instrument chosen. At the conclusion of the visit, the in- strument and a covering letter was left in each participating teacher's mailbox along with a self- addressed, stamped return envelOpe. The fourth phase involved the mailing of a re- minder letter to each of the participating teachers to encourage return of the questionnaire. 18 5. The analysis of the data consisted of the use of the statistical technique of two-way analysis Of variance to determine if significant differences existed between or within the groups of teachers on their expressed attitudes. 6. The final phase consisted of data interpretation with the resulting conclusions and recommendations. Organization of the Study CHAPTER I . INTRODUCTION The introduction includes: a statement of the prob- lem; the purpose of the investigation; the significance and value of the study; the hypotheses to be considered; the limitations of the study; the assumptions used for purposes of the study; a definition of terms used in the study; an outline of the methods and procedures used; and, the organization of the study. CHAPTER II . REVIEW OF RELATED RESEARCH AND LITERATURE The review of related research and literature in- cludes: teacher attitudes; types of attitude studies; teacher human relations; attitudes toward teaching as a profession; teacher attitude and involvement; key roles affecting teacher attitudes; attitude change; desirable teacher behavior; and, teacher attitudes in relation to effectiveness. CHAPTER III . THE RESEARCH PROCEDURE The research procedure includes: selection of 19 school systems; selection Of the sample from the population; selection of the instrument; adminis- tration Of the instrument and collection of the data; the interview guide; and, a summary of the total pro- cedure. . CHAPTER IV . ANALYSIS OF DATA AND FINDINGS The analysis of the data and the findings include: introduction; hypotheses tested; distribution of questionnaires; mean scores; examination Of questions; review of personal interviews; and, a summary. CHAPTER V . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS The summary, conclusions and recommendations include: a summary of the total study; conclusions derived from the study; recommendations from the study; recommen- dations as seen by the author; and, recommendations for future research in the area of this study. CHAPTER II REVIEW OF RELATED RESEARCH AND LITERATURE Introduction A review of previous literature and research in the areas of teacher attitudes, types of attitude studies, teacher human relations, attitudes of teachers toward teach— ing as a profession, teacher attitudes and involvement, key roles affecting teacher attitudes, attitude change, desir- able teacher behavior and teacher attitude in relation to effectiveness was made and the results are reported in this chapter. Education Index, Psychological Abstracts and the Datrix Retrieval System were the primary sources utilized in this study. Teacher Attitudes _ In the EncyOIOpedia of Educational Research, an attitude is defined as: "A psychological construct, a latent variable, inferred from observable responses to stimuli, which is assumed to mediate consistency and co- variation among these responses. The aspects of responses which define attitudes are the tendencies with respect to learned stimuli, identified as goal Objects,to approach or avoid them, to regard them favorably or unfavorably, 20 21 and to experience pleasant or unpleasant affect associated with them, over a wide range of re- sponse intensity. These characteristics of attitudes: (a) approach-avoidance direction of affect with reference to learned goal-objects, (b) affective content and (c) intensity are in- ferred from the nature of the response."8 The realization of this pervasive influence attitudes play in all of the experiences of life emphasizes the need for teachers to possess positive attitudes. Cage in de- scribing those teachers on the desirable end of the scale for teacher effectiveness stated: "Teachers at this desirable end tend to behave approvingly, acceptantly and supportively; they tend to speak well of their own pupils, pupils in general and peOple in general."9 Teacher attitudes in relation to teacher effective- ness is thought by many to be of even greater importance in those situations involving minority groups and or dis- advantaged children. Coleman states that teacher charac- teristics accounted for a "higher prOportion of variation in student achievement than did all other aspects of the school 8Saul B. Sells and David K. Trites, "Attitudes," Encyclopedia of Educational Research, (New York: The Macmillan Company, 1960), p. 103. 9Nathaniel L. Gage, "Can Science Contribute to the Art of Teaching,” Phi Delta Kappan, (March, 1968), p. 401. 22 combined, excluding the student body characteristics."10 The report of the Civil Disorder Commission em- phasizes this when it states, "Studies have shown the attitudes of teachers have very powerful impacts upon educational achievement."11 The value Of a positive attitude towards self in teaching as well as other aspects of life has been con- sidered by several writers, notably Rogers,12 Combs13 and Jersild.14 Combs, using the word "helper" to describe an effective teacher, writes: “For example, it has been found that helpers can be distinguished from non-helpers on the basis of their attitudes, feelings, purposes and their conceptions of themselves and others."15 The behavior of students being related to teacher 16 behavior was studied by Flanders, Morrison and Brode. They found a significant relationship between student 100o1eman, op, cit., p. 12. 11Report of the National Advisory Commission on _ivil Disorders, (New York: Bantam Books, 1968), p. 429. 12Carl R. Rogers, On Becoming_a Person, (Boston: Houghton Mifflin Company, 1961). 13Combs, 00, cit. 14Arthur J. Jersild, When Teachers Face Themselves, (New York: Teachers College, Columbia University, 1955). 1500mbs, Op, cit., p. 18. 16Ned A. Flanders, Betty M. Morrison and Leland Brode, "Changes in Pupil Attitudes During the School Year," Journal 9f Educational Psychology, Volume 50, Number 5, October, 1968 PP. 33E4338. 23 attitude change and the student's perceptions of the teacher behavior. This was further supported by Rosenthal and Jacobson in their study of student achievement and teacher expectations.17 Still further support of this was found in Abelson and Miller.18 They found a "boomerang effect" when the student perceived teacher attitudes as unfavorable toward the student. Dandes, in his study investigating the relationship of a teacher as a fully functioning or psychologically healthy person with desirable attitudes and values, arrives at the following conclusion: "The relationship is as predicted: the greater the psychological health, the greater the pos- session of attitudes and values characteristic of effective teaching."19 Types of Attitude Studies Allport defines an attitude as: "An attitude is a mental and neural state Of readi- ness, organized through experience, exerting a di- rective or dynamic influence upon the individual's 17Robert Rosenthal and Lenore Jacobson, Pygmalion in tthClassroom, (New York: Holt, Rinehart and Winston, Inc., 19 18Robert P. Abelson and James C. Miller, "Negative Persuation via Person Insult," Journal of Experimental Social Psychology, 1967. pp. 321-333. 19Herbert M. Dandes, "Psychological Health and Teaching Effectiveness," Journal of Teacher Education, XVII (Fall, 1966). p. 305. 24 response to all Objects and situations with which it is related."20 Studies designed to examine those responses of groups of individuals may be grouped into three basic areas. In- vestigators may research a group's attitude toward a specific 21 or self- object or experience such as faculty meetings evaluation procedures.22 Second, they may examine what modi- fication of attitudes takes place over a period of time as the individuals in the group are exposed to indirect stimuli. Examples of this type are Reiter's23 examination Of the effect of college orientation on college freshmen, 24 Antonelli's study of the effect of group discussion on 20Carl M. Murchison (ed.), Handbook on Social Psy- cholo , (Worcester, Massachusetts: Clark University Press, 19355. p. 45. 21Arthur Blumberg and Edward Amidon, "Teacher Re— actions to Faculty Meetings," The Journal of Educational Re- search, 56 (May, 1963), pp. 4661470. 22Donald C. Manlove and Maurice M. Glasson, "Re- actions Of Faculty and Visiting Committee Members to Eval- uation Instruments and Procedures in Selected Indiana Junior High Schools," National Association Of Secondary School Principals Bulletin, 49 (April, 1965), p. 68. 23Henry H. Reiter, "The Effect of Orientation Through Small-Group Discussion on Modification of Certain Attitudes,” The Journal of Educational Research, 58 (October, 1964), pp. 65-68. 24Dominick D. Antonelli, "The Effects of Group Dis- cussion on Attitudes of Elementary School Teachers: An Investigation of Group Discussion on the TOpic of Mental Health and Its Effects on the Attitudes of Elementary School Teachers" (unpublished Doctoral dissertation, New York University, 1962). 25 attitude change, Alam'sz5 study Of the relationship between participation in self-evaluation studies and attitude change 26 and Newtson's examination of attitude modification in teachers participating in a university-staffed workshop. Third, they may determine attitude modification over time as the group is exposed to a direct stimuli, such as a film. It is in the first of these three areas that the present study best fits. Although as reported in the section of this chapter dealing with research in teacher professional human relations, research has been done in the public schools utilizing specific demographic data, no study was found involving the particular variables ex- amined in this study. Also, no data was found involving studying the attitudes held by teachers in the Christian school movement. Research in Teacher Human Relations The instrument chosen for use in this study was develOped by Walker27 for use in the Kellogg Foundation Leadership Study at the University of Florida. Goodwin, also as part of the Kellogg Foundation Leadership Study, 25Dale V. Alam, "The Relationship Between School Self- Evaluation Procedures and Changes in Teachers' Expressed Attitudes in Six Areas of Professional Human Relations" (un- published Doctoral dissertation, University of Florida, 1966). 26Richard L. Newtson, "A Study of Change in Teachers' Self-Expressed Attitudes in Six Areas of Human Relations as Effected by a University-Staffed WorkshOp," (unpublished Doctoral dissertation, Michigan State University, 1968). 27Wa1ker, Op, cit. 26 revised the instrument and shortened it to 90 items.28 Goodwin found that a significant difference existed in teacher human relations on the elementary and secondary school levels with elementary teachers showing more posi- tive attitudes.29 Walker examined differences in human relations in teachers utilizing demographic data such as number of years in the same school, rank of certification and years of teaching experience. He found that only rank Of certification had a significant effect, and he dis— counted this due to the limited number of those holding the highest rank of certification found in his sample.30 Goodwin also attempted to determine what personal characteristics affect a teacher's human relations score. He examined sex, marital status, living distance from school and rank. He found no significant effect and concluded that personal factors have no measurable pattern of effect on a teacher's human relations.31 Burress used the instrument to examine differences in attitudes of teachers in schools with high rates of pupil retention and attitudes Of teachers in schools with low rates of pupil retention. She found that teachers in schools with low retention rates had significantly 28George H. Goodwin, "A Study of Certain Teacher Activities and Human Relations With Special Principals," (unpublished Doctoral dissertation, University of Florida, 1955). 291bid., p. 85 3o Walker, Op, cit. 31Goodwin, Op, cit. 27 more negative attitudes.32 Alam examined the effect of self-evaluation procedures on attitudes, as expressed in the use of the instrument, over a period Of time. He found, "the striking, overriding finding of the study is that the Southern Association self-evaluation activity ex- perienced by teachers had no effect on their expressed attitudes as measured by the Teacher Human Relations Questionnaire."33 He also found that, "The general trend was that teachers' expressed attitudes became less favor- able as the year progressed."34 This loss in teachers' attitude scores was substantiated by Hines and Alexander in their research involving the extent of curriculum change when schools are engaged in self—study programs for accreditation. They used the instrument in a pre- and post-test situation and found a significant loss in attitudes between the initial and final testing.35 Newtson investigated the effect of teacher participation in a university-staffed workshOp on human relations scores as expressed through the questionnaire. He found no 32Nona B. Burress, "A Study of the Relationship Between the Rate of Pupil Retention And Teachers' Pro- fessional Activities, Attitudes and Viewpoints,” (un- published Doctoral dissertation, University of Florida, 1962). 33Alam, op, cit. Bulbid, p. 60. 35Vynce A. Hines and William M. Alexander, High School Self-Evaluations and Curriculum Change, Washington: U.S. Department of Health, Education and Welfare, Office of Education, 1966). 28 significant change in attitudes in schools participating in the workshop compared with teachers in those control 6 schools not participating in the workshOp.3 Teacher Attitudes Toward Teaching_as a Profession Although there has not been a great deal of re- search in teacher attitudes toward teaching as a profession, some evidence exists that it is considered an important area. Robbins and Hughes develOped eight criteria de- fining the concept Of a profession. They are: 1. A profession involves activities essentially intellectual. 2. A profession commands a body of specialized knowledge. 3. A profession requires extended professional preparation. 4. A profession demands continuous in-service growth. 5. A profession affords a life career and per- manent membership. 6. A profession sets up its own standards. 7. A profession exalts service above personal gain. 8. A profession has a strong, closely knit, 37 professional organization. 36Newtson, Op, cit. 37John Robbins and Robert Hughes, "Defining the Concept of a Profession," Peabody Journal of Education, September, 1938, p. 97. 29 Herbert H. Hughes, in his research into teaching as a profession emphasized the need for research into how teachers felt about the profession. He based this on his discovery that little or no research had been done and yet much criti- cism is leveled at the I'teaching profession." He felt this was necessary due to the concern that teacher unions are re- versing the trend toward teacher professionalism.38 Teacher Attitude and Involvement There is agreement in the research concerning teacher attitudes and involvement that the attitudes held by teachers are more favorable if they have a voice in the decision- making concerning policies and practices.39'n0'41'42vn3’44245 38Hughes, Op, cit., p. 43 39Charles K. Bidwell, "The Administrative Role and Satisfaction in Teaching," Journal Of Educational Sociology, 29 (September, 1955), p. 41. qurancis S. Chase, "Factors for Satisfaction in Teaching," Phi Delta Kappan, 33 (November, 1951), p. 127. 41Robert E. Cralle and William Burton, ”An Examin- ation of Factors Stimulating or Depressing Teacher Morale " California Journal of Elementary Education, 7 (Aug., 1938), p.7. 42Harold Leiman, "A Study of Teacher Attitudes and Morale as Related to Participation in Administration," (un- published Doctoral dissertation, New York University, 1961). 43Guy Pryer, "The Relationship Between Teachers' Per- ceptions of Administrative Dimensions and the Morale Status of Teachers in Certain Texas Schools,“ (unpublished Doctoral dissertation, North Texas State University, 1964). “uFrederick Redefer, "The School Board and Teacher Morale," The American School Board Journal, (July, 1962), p.5. 45Phillip Richards, "A Descriptive Study of Teachers' Attitudes About Different Aspects of Their Work," (unpublished Dogt?ral dissertation, University of Nebraska Teachers College, 19 4 . 30 Banning found that teachers' attitudes toward change are more favorable if they feel involved in policy decisions and their implementations.“O She suggests that "the way teachers feel about a decision is more important than the decision itself." These favorable attitudes created by involvement are particularly important in curricular change. Two studies done by Gay“? and Thompson“8 found that when the admini- stration did not involve the faculty in planning and policy— making decisions affecting school Operation, resistance to participation in curriculum improvement activities ap- peared among the teachers. Johansen stated the following in his study of the relationship between the teachers' perceptions Of their influence in curricular decisions and curriculum improvements: 1. The individual teacher's participation in cur- riculum development activities in and of itself increases the likelihood of implementation. 2. The perceptions by teachers that they are in- fluencial increases the likelihood of imple- mentation. uéEvelyn Banning, ”Teacher Attitudes Toward Cur- riculum Change: The Effect of Personal Relationships on the Degree of Favorableness," Journal of Experimental Education, 23 (December, 1954), p. 143. u7Donald Cay, "Selected Teachers' Expressed Judg- ments Concerning Barriers to Curriculum Improvement" (un- published Doctoral dissertation, University of Florida, 1960). 48Tewell Thompson, "Techniques for Studying Program DevelOpment Within a School" (unpublished Doctoral disserta- tion, University of Florida, 1954). 31 3. The perceptions by teachers that the functional type of authority is influential increases the likelihood of implementation. 4. The perceptions by teachers that the hierarchical type of authority is influential decreases the likelihood of implementation.49 Key Roles Affecting Teacher Attitudes Studies identifying key roles affecting teacher attitudes generally agree that the role of the principal is the most influential.50’51’52 A study by Cohen found that an administrator who operated in a democratic fashion could overcome other factors tending to produce low morale.53 49John H. Johansen, "An Investigation of the Re- lationships Between Teachers' Perceptions of Authoritative Influences in Local Curriculum Decision-Making and Curri- culum Implementation" (unpublished Doctoral dissertation, Northwestern University, 1965). 50Mildred R. Bernstein, "A Study of Teachers' Role- Expectations and Role-Perceptions of a Principal, Superin- tendent and Board of Education, and the Relationship Between Convergence and Divergence of Role-Expectation and Role- Perception and Teacher Morale" (unpublished Doctoral dis- sertation, New York University, 1959). 51Clyde E. Blocker and Richard C. Richardson, "Twenty- Five Years of Morale Research: A Critical Review,“ Journal of Educational Sociology, 36 (January, 1963), p. 200. 52William F. O'Connor, Jr., "A Study of Some Se- lected Factors Related to Teacher Morale" (unpublished Doctoral dissertation, Cornell University, 1958). 53Gloria J. Cohen, "A Study of the Socio—Economic Status Of the School Community and the Morale of the Teaching Personnel in New York City" (unpublished Doctoral dissertation, New York University, 1959). 32 Similarly, Wilson54 found that teachers who had favorable attitudes toward the principal perceived morale to be high. Oostermeier55 found a greater change in attitudes where the teacher's perception of the principal was positive. Studies show generally that morale is higher in schools that have principals that Operate in a democratic manner than in schools where the Operating pattern of the principal is more authoritarian.56:57 Attitude Change It is important when studying attitudes to consider the problem of change and of a measure to provide a reason- able assessment of change or shifts in response patterns. That building and changing attitudes has been and still should remain a basic objective of the formal education pro- cess was stated by Hoover and Schutz.58 If this is true, then it is necessary to know how reliable a shift in attitude expression is on the part of a student or teacher. Studies 5”Gordon B. Wilson, "Predicting Teacher Attitudes Toward Administration" (unpublished Doctoral dissertation, University of Florida, 1955). 55Terry R. 00stermeier, "Effects of Type Frequency upon Perceived Source Credibility and Attitude Change," Speech Monographs, 1967, p. 143. 56Goodwin, Op, cit. 57Joseph P. Sweat, "Authoritarian-Democratic Traits of High School Principals and Teacher Morale" (unpublished Doctoral dissertation, University of Arkansas, 1963). 58Kenneth Hoover and Richard Schutz, "Student Atti- tude Change in an Introductory Education Course," The Jour- nal of Education Research, Vol. 61, NO. 7, March, 1968, pp. 300‘303 o 33 of attitude change have been done in such areas as cognitive input, group pressures and various direct manipulations.59 It has been assumed for a long period of time that cognitive development brought about affective changes as well. Research does not substantiate this however. Two attempts, reported by Jacob60 and Lagey61 have indicated that students have been only slightly affected by any one or any series of courses designed to bring about changes in attitudes. Contrary to this, Costin62 has shown that a child psychology class brought about significant changes in the students within the class in regards to their atti- tudes toward children through exposure to the course content. The scholastic achievement of the students was not related to this change and a control group in a sociology class did not reveal the significant change as compared to the exper- imental group. It is generally thought however, that the academic approach lacks substantiation as a means of affect- ing attitude change. Value-laden approaches are more con- sistently effective in their results. 59B. F. Green, "Attitude Measurement,‘I in G. Lindsey (ed.), Handbook of Social Psychology, Cambridge, Mass.: Addi- son-Wesley. 1954. pp. 335-369. 60Philip E. Jacob, Changing_Values in College, New York: Harper and Row, 1957. 61Joseph C. Lagey, ”Does Teaching Change Students' Attitudes?” Journal of Educational Research, Vol. 50, Dec. 1956) PP. 307-311 0 62Frank Costin, ”The Effect of Child Psychology on Attitudes Toward Parent-Child Relationships," Journal of Educational Psychology, Vol. 49, Feb. 1958, pp. 37:41. 34 The influence of group pressure on individual atti- tude change is particularly apprOpriate to the college setting primarily for two reasons: (1) instruction in the classroom is directed at groups of students and interaction between the students is often encouraged and, (2) a wide range of group interaction is encouraged and available on the college campus. Some idea of how group experiences provide attitude change in the genaral process of formal education is revealed through studies that have been made. Newcomb and other563 partly supported the hypothesis that the increased salience (awareness) of a membership group will change a member's attitude in the direction of that group's norm as Opposed to the norms of other groups in which he may be a member. A questionnaire given to an experimental group of Roman Catholic students in which awareness was increased, revealed that they more closely approached the orthodox Catholic be- lief than did either of two control groups of Catholic stu- dents. There were no significant differences among the groups on items of the questionnaire not related to Catholic belief. Investigations of attitude change, based on the theory attitudes are most susceptible to change when such a change is not seen as a threat to the basic values of the individual, were made by Katz, Sarnoff and McClintock.6l+ 63T. M. Newcomb, E. E. Macoby and E. L. Hartley, Editors, Readings in Social Psychology Third Edition, New York: Henry Holt and Co., 1958, pp. 174-183. 6“Daniel Katz and others, “Ego-Defense and Attitude Change," Human Relations, Vol. 9, 1956, pp. 27-44. 35 They compared two approaches to attitude change. The first approach, ego-defense, is that attitudes would be changed according to the insight the individual gained into them. The second approach, rational, provides that attitudes would be changed by presenting logical information in contrast to the attitude. They found that the attitude Change among the groups of students studied was greater for those groups structured on the ego-defense approach rather than for those groups characterized by the rational approach. Although the difference between the methods was not statistically signifi- cant for the immediate post-test, it was significant (.05 level) six weeks later indicating that changes in attitudes through ego-defense interpretation have a more lasting effect. The conclusion arrived at from this is that the presence of value conflict would inhibit attitude change and its absence would facilitate change. The study by Brim65 focused on the apparent exper- iences which could enable attitude change. Utilizing a pre-test and a post-test and checking the significance of changes, he concluded that any change was due to a change in attitude during that term. Interviews were then conducted with those students showing the greatest differences between their pre— and post-test scores. The interviews were aimed at discovering the students ideas of what caused the change in their attitudes. Brim concluded that contact with 65Burl J. Brim, "Attitude Changes in Teacher Educa- tion Students,“ Journal of Educational Research, Vol. 39, No. 10, 1966, pp.4414445. 36 children through observing and assisting in classrooms was the most effective way to achieve attitude change. The students also saw the methods used by their instructors to be very effective in bringing about their attitude changes. The instructor's method implied broad philOSOphical beliefs which had a definite bearing upon student thought. The in- structor's techniques specifically mentioned were: (1) use of the psychological principle of reinforcement, (2) the presentation of highly controversial ideas, (3) continu- ously presenting provocative questions, (4) citing examples to clearly illustrate points, (5) showing great energy and enthusiasm for teaching, (6) presenting students with Op- portunities to draw their own conclusions (allowing much freedom), (7) articulating lectures with the textbook and (8) making inferences through side comments.66 Lehmann, Sinha and Hartnett67 in their studies of attitude change examined the relationship between amount of college education and changes in attitudes of stereotyping dogmatism, in traditional-value orientation and in certain selected attitudes and views related to higher education. The major findings of the study include: (1) that regardless of sex and amount of college education, all groups tended to become less stereotypic in their beliefs, less dogmatic 66Brim, Ibid., p. 444. 67Irvin J. Lehmann, Birendra K. Sinha and Rodney T. Hartnett, “Changes in Attitudes and Values Associated with College Attendance," Journal Of Educational Psychology, Vol. 57, No. 2, 1966, pp. 89-98. 37 and more receptive to new ideas,68 (2) female seniors changed significantly more in their receptivity to new ideas than did their male counterparts. But, both male and female seniors became less stereotypic in their beliefs, less authoritarian and more flexible between their freshman and senior years,69 (3) various male groups did change signi- ficantly, but those experiences that had an impact upon them differed from those that influenced females. This seems to infer that perhaps teacher education programs might examine the idea of different approaches to each sex for maximum attitude change.70 Further, the study highlights that the amount of changes in beliefs, ideals, interests and attitudes pro- fessed as desirable by the teacher education programs is clearly not being obtained.71 The study reveals that changes do take place during the college experience.72 Colleges must realize however that they are not necessarily providing a unique experience for their students and examine what they are providing in the light of the fact that maturation and social environment may be what produces the change.73 68Lehmann, op, cit., p. 95. 691213., p. 96 7012151., p. 97. ”Ibid., p. 96. 721219., p. 97. 731mg” p. 97. \JD CD Teacher Attitudes in Relation to Effectiveness Fattu and Castetter,74 in their review Of teacher evaluation studies prior to 1930, indicate that although the literature dealing with teacher competence and or teacher effectiveness dates back to 1891, the studies dealt usually with attempts to isolate the ineffective teacher rather than the effective one. That the ineffective teacher was usually defined or identified as the one who was unable to impose "good disciplinary control" was found by Biddle and Ellena.75 Total and absolute compliance to the standards Of the day or to the standards imposed by a school board or by a building principal was mandatory. That these standards were all tOO often arbitrary, biased and prejudiced was identified by 76 Howsam. Domas and Tiedman77 list nearly 1,000 titles related to research in this area. Morsh and Wilder78 also list these 7LPN. A. Fattu and D. D. Castetter, Teacher Effective- ness: An Annotated Bibliography, Bulletin of the Institute of Educational Research, School of Education, Vol. L, No. 1, Bloomington, Indiana: Indiana University Press, 1954. 75Bruce J. Biddle and William J. Ellena, Contemporary Rpsearch on Teacher Effectiveness, New York: Holt Rinehart and Winston, 1964, ch. 2 and 8. 76Robert B. Howsam, "Teacher Evaluation Facts and Folklore," National Elementary Principal, Vol. 43, No. 2, Nov. 1963, pp. 6-17. 77S. J. Domas and D. Tiedman, "Teacher Competence: An Annotated Bibliography," Journal of Experimental Educa- tion, Vol. 19, 1950, pp. 101-218. 78E. Morsh and E. W. Wilder, Identifying the Effective Instructor: A Review of Quantitative Studies, 1990-1952, Research Bulletin No. AFPTRC-TR34-44, San Antonio, Texas: USAF Personnel and Training Center, 1954. 39 studies, many of which are replicative, as well as those which were inadvertent duplications of previously or simul- taneously conducted investigations. Domas and Tiedman79 found that it was only during the 1940's that educators began to pay more attention to the relationship between teacher and pupil. Concern with interpersonal relationships in the classroom had virtually been overlooked in the past. Washburne and He118O trying to support the hypothesis that elementary teachers who deal with the same group of child- ren all day have a definite and measurable influence upon the intellectual, social and emotional growth of their pupils discovered unmistakable evidence that the teacher's person- ality has a marked and measurable effect upon all of these phases of a child's growth and develOpment. They also found evidence that the teacher had a measurable effect upon the children's emotional adjustment through different types of interactions and relationships depending on the type of tea- cher the children had. That the teacher's attitudes are intervening variables 81 His results in the learning process was shown by Torrance. Show that although the teacher may try to inculcate the "right" attitudes, the teacher's real attitudes will show 79Domas and Tiedman, Op, cit, 8OC. Washburne and L. Heil, ”What Characteristics of Teachers Affect Children's Growth?" The School Review, Winter, 1960, pp. 420-428. 81E. Paul Torrance, "Teacher Attitude and Pupil Perception," The Journal of Teacher Education,XI, March, 1960, pp. 97-102. 40 through. His conclusions illustrate the necessity of teacher education programs to attempt to develOp in prospective tea- chers and in teachers in service those same attitudes teachers are expected to develop in their students. This is supported by Silberman who states that ".....even when the attitude is unconscious, the teacher cannot avoid communicating it to the children in some way or other."82 DaV1883 further explores the relationship between particular attitudes held by the teacher and effective learning: 1. All school-learning is stimulated or hindered by the teacher's feelings toward the students. Each must have faith and trust in each other. 2. All school-learning is influenced by the cultural attitudes which the teacher has toward the student and which the student experiences toward the teacher. In rejecting the student's cultural background, the teacher often appears to reject the student himself as a human being. In return, and as early as the first grade, the student may reject the culture of the school and of the teacher. Both teacher and pupil must learn to respect the ability and position of the other. 8” reports that students with positive reac- Epley tions to their teachers are more likely to grow tolerant than those with negative feelings, presumably because the former 82Charles E. Silberman, Crisis in Black and White, New York: Random House, 1964. 83A. Davis, "Changing the Culture of the Disadvantaged Student," in proceedings of the AHEA WorkshOp, Working with Low Income Families, Washington, D. C.: American Home Economics Association, 1965, pp. 22-23. D. G. Epley, "Adolescent Role Relationships in the Dynamics of Prejudice" (unpublished Doctoral dissertation, Michigan State University, 1953). 41 are more receptive to the attitude of their teacher. A student's beginning motivational attitude to re- spond to the guides given by the teacher is dependent upon the student's perceiving that the teacher likes and respects him and has confidence in his ability to learn. These atti- tudes of the teacher toward the student fulfill a need in the student and produce a reciprocal action by the student demonstrating to the teacher that he is liked and respected by the student. The student usually demonstrates these feelings in an attempt to learn what is being taught. The satisfaction of learning itself is rewarding to the student as he learns and becomes in itself a motivation to learn. Eventually, successful learning becomes a greater motivation- al factor than the initial one of pleasing the teacher. If however, the teacher's attitudes are negative or perceived as negative by the student, the beginning motiva- tional steps in learning are thwarted. Such students then become handicapped as they proceed through school, deficient in their mastery of the language of the teacher and deprived of the motivational stimulus of the teacher. Performance of such children generally becomes progressively worse until, in most cases, they drOp out. Wade summarizes the interaction between teacher and student in the learning process when he refers to the signs the teacher uses. With an object present to his mind, the student acts to form his own taught knowledge; and the teacher, through his (selected) signs as logical instruments, 42 is the spegificative cause of his student's taught knowledge. 5 Wade concludes that if a teacher does not have trust and respect for his students, he is not teaching, but rather indoctrinating. For it is mutual trust and respect which unite the mind of the teacher and the taught on a common meeting ground. On the absence of this common meeting ground Wade comments: Without such meeting ground, teacher and taught do not meet as minds; there is no ground for the student's assent. What is left the student is a pseudoground; that is, the teacher said so. Such a student, assent- ing on the word of the teacher, is indoctrinated, not taught. True, he gets something; but he gets it by hearing and holds it by memory and becomes a skilled repeater instead of a knowing man. His teacher goes on indoctrigating, whether aware or not, for there is no escape.8 However, indoctrination is a very real possibility from teachers with vested interests in subject areas. But even with this in mind, it is generally accepted that students benefit more from exposure to teachers with strong educa- tional backgrounds than they do from teachers with weak academic backgrounds. Desirable Teacher Behavior In his review of research studies on behaviors con- sidered to be desirable behavior for teachers, Gage identified five dimensions of teacher behavior as desirable. The basis 85Francis C. Wade, S. J., "Causality in the Classroom," Modern Schoolman, ed. George P. Klubertanz, S. J. Ann Arbor: Cusing-Mallory, Inc., August, 1955, Vol. 28, p. 155. 86Wade, Op, cit,, p. 146. 43 for identifying them was their relationship to desirable as- pects or outcomes of teaching. The five dimensions listed were: “warmth, cognitive organization, indirectness, order— liness and ability to solve instructional problems."87 The first characteristic, warmth, is described as "the tendency of the teacher to be approving, provide emotion- al support, express a sympathetic attitude and to accept the feelings of pupils." Support for this as a desirable char- 88 He suggests that acteristic is found in studies by Cogan. warm teachers express an accepting feeling when their verbal behavior is studied using Flanders' Categories for Interaction Analysis; reflect a high degree of respect and sensitivity for the goals, interests and abilities of their students when rated according to Ryan's Teacher Characteristic Schedule; score high on the Minnesota Teacher Attitude Inventory; and score at the non-authoritarian end of the California F. Scale. Heider89 illustrates the importance of warmth when he shows that a student's tendency toward cognitive balance (tendency toward consistency and homogeneity in ideas) helps him like someone whom he perceives as liking him. In effect, 87N. L. Gage, "Desirable Behaviors of Teachers," in M. Usdan and E. F. Bertolaet, Editors, Teachers for the Disad- vantaged, Chicago: Follett Publishing Co., 1966, pp. h-lO. 88M. L. Cogan, "The Behavior of Teachers and the Pro- duction Behavior of Their Pupils: I. 'Perception' Analysis; II. 'Trait' Analysis," Journal of Experimental Education, 1958, Vol. 27, pp. 89-105, 107-12h. 89F. Heider, The Psychology of Interpersonal Bela- tions,New York: John Wiley and Sons, Inc., 1958, pp. 17h-217. an students realize that the warm teacher likes them and they tend to like him in return. Because they like him, students tend to identify with the teacher, to adOpt the teacher's values more readily and more than likely tend to learn sub- ject matter from him more readily and effectively. The second characteristic of desirable teacher be- havior, cognitive organization, refers to having students acquire understanding or meaningful learning, rather than mere rote memory. The student should possess and demonstrate the type of intellectual grasp of his subject matter that Gage identifies as cognitive organization.90 Unfortunately, a great deal of the research on these variables has not been directly concerned with teacher behavior. It has dealt, in- stead, with learning materials given to students. It is possible, however, to make inferences about desirable tea- cher behavior from the research. Although no unanimity ex- ists as to the reasons for the findings or as to the defini— tive meaning of the words "meaningfulness" and "organization", certain broad premises concerning the value of these factors in learning are strongly established. Some of those who through research have established the prime importance of clear, logical and integrated organizations of ideas to the learning, retention and transfer of these ideas are Katona,91 90Gage, 0p, cit. 91E. Katona, Organizing and Nemorizing, New York: Columbia University Press, 1940. 45 Brownell and Hoser92 and Ausubel.93 Ausubel says,94 "the art and science of presenting ideas and information meaningfully and effectively so that clear, stable and unambiguous meanings emerge and are retain- ed over a long period of time as an organized body of know- ledge is the principal function of pedagogy." Indirectness, the third desirable teacher behavior identified, is the knowledge that the most effective method is not merely to tell students what they are supposed to know and understand but that the student must be an active participant in the learning process. It is better for the student to be active, to seek for himself, to participate fully in the interchange of ideas and to make some "provis- ional tries." A teacher utilizing the indirect approach must be willing to refuse to furnish the student with everything he needs to know. The teaching of concepts and generali- zations by providing students with Opportunities to utilize inquiry as a method of discovering underlying principles for themselves and by giving little or no direct guidance is also related to the concept of indirectness presently being discussed. 92W. A. Brownell and H. E. hoser, Meaningful ver- sus Mechanical Learning; A Study in Grade III Subtraction, Duke University Research Studies in Education, 19h9, No. 8. 93D. P. Ausubel, The Psychology of Meaningful Ver- bal Learning: An Introduction to School Learning, New York: Grune E. Stratton, 1963. 94Ibid,, p. 19. 46 Flanders95 found that indirectness in teachers co- incided with greater achievement on the part of their stud— ents. With teachers who exerted a pattern of direct influ- ence over them, students more often learned less in such a situation. In Flanders' study Of seventy—five urban junior high school mathematics, English and social-studies teachers, the following implications for the classroom teacher are shown: Our theory predicts higher achievement and less dependence when goals are clarified by an indirect approach.... An indirect approach stimulated verbal participation by students and discloses to the teacher students' perceptions of the situation.... A direct approach increases student compliance to teacher Opinion and direction. In his review of the experiments with learning by discovery, Ausubel96 concluded that: Our theory suggests an indirect approach; most teachers use a direct approach. The fourth characteristic of desirable teacher be- havior, orderliness, is the teacher's tendency to be system- atic and methodical in his self-management. Classroom man- agement and the teacher's effectiveness in this matter is an aspect of this area. Gage97 defines the fifth characteristic of teacher behavior, the ability to solve instructional problems unique 95N. A. Flanders, Teacher Influence, Pupil Attitudes and Achievement, Washington, D. C.: U. S. Department of Health, Education and Welfare, 1965, p. 116. 96Ausubel, pp, cit., p. 171. 97Gage, op, cit. 47 to his work in a particular subdivision of the profession." Although much effort is still being expended in this area adequate support seems to exist for the prOposition that good teachers possess the ability to solve technical prob- lems of instruction. In studies of teaching arithmetic with teachers and non-teachers, it was reported: ....problems showed some power to differentiate among teachers Of varying training and experience...(and) tea- chers who were rated by supervisors significantly above average in skill in teaching arithmetic had significant- ly higher mean problem-solving scores and those students taught by high-scoring, problem-solving teachers achieved significaggly more than pupils taught by low-scoring teachers. Summary In summary, the research reported in this chapter supports the following conclusions: 1. Effective teachers have more positive attitudes than less effective teachers. 2. Teacher attitudes are crucial to the learning process in all cases but especially so when dealing with minority group children. 3. Teacher participation in curriculum improvement practices increases the likelihood of the imple- mentation of change. 4. Teacher participation in decision-making and their implementation fosters favorable attitudes. 98N. A. Fattu, "Exploration of Interactions Among Instruction, Content and Aptitude Variables " Journal of Teacher Education, 1963, Vol. 14, pp. 245-246. 48 The principal's role in creating favorable atti- tudes is a critical one. Teachers relate better to students with similar value and attitude orientations. Colleges are making little or no impact on the atti- tudes of students. Attitude change is possible in college. CHAPTER III THE RESEARCH PROCEDURE Selection of School Systems In selecting the school systems for this study, little selectivity was available. The choice of the Grand Rapids Christian School System was made on the basis of its size, availability and willingness to participate. This choice was further influenced by the author's in- terest and involvement as a teacher and parent in that system over a period of years. The choice of the Grand Rapids Public School System was then an Obvious one. It too was available and expressed willingness to partic- ipate as well as being the equivalent public school system to the chosen non—public one. Population and Sample All regular, full-time, classroom teachers in each system were selected as the population for the study. After consultation with a research consultant of the Michigan State University Education Department, a sample size of sixty teachers from each of the three organizational levels was determined to be adequate for the purposes of this study. 49 50 Using the directories99:100 of each school system, each teacher meeting the criteria mentioned above was assign- ed a number. Using random number charts}01 a total of 360 teachers was selected as the sample to receive the question- naire. Selection of an Instrument This study utilized a single questionnaire consist- ing of 90 items as the instrument. (Appendix B) The instrument chosen was the Teacher Human Relations Questionnaire constructed and validated originally by Ralph Walker“)2 It-was first utilized in the Kellogg Foundation Leadership Study at the University of Florida. George H. 103 shortened the instrument from an original 120 Goodwin items to the present 90 items. Using data Obtained from a pilot study, Goodwin found that the revised instrument yield- ed a split-half reliability coefficient of .966.10“ At the time of Goodwin's study, it was agreed that an internal re- liability correlation as high as .966 would be sufficient as 99 ——————————— , Directory of the Grand Rapids Public Schools, Grand Rapids Board of Education, 1969. 100 ---------- , Directory Of the Grand Rapids Christ- ian Schools, National Union of Christian Schools, 1969. 101Wilfred J. Dixon and Frank J. Massey Jr., Intro- duction to Statistical Analysis, (New York: McGraw-Hill Book Company), 1957. 102Walker, Op. cit, 103Goodwin, Op, cit. 10422iQLJ p. 41. 51 a means of judging the instrument valid. This was supported by Remmers who wrote, "If we are interested only in knowing what the present attitudes of a given group are, we can equate validity with reliability.105 Alam106 established a reliability coefficient from his data of .987 using the Kuder-Richardson method of esti- mating the internal consistency of the instrument. The work of Hines and Alexander summarized the re- liability and validity of the instrument as follows: "The THRQ was developed under the title Teacher Attitude Scale by Walker to describe the attitudes and feelings of teachers toward the principal, other teachers, pupils and other human relations aspects of their jobs. The version used in this study con- tained 90 items. Reliabilities Obtained by split- halves and Kuder-Richardson methods have varied from .94 to .98. It has been used in a number of research projects at the University of Florida. Validity was based upon correlation with other instruments, predictions of Observers about indi- viduals and school faculties and item-test corre- lations.107 105R. H. Remmers, N. L. Cage and J. Francis Rummel, A Practical Introduction to Measurement and Evaluation, (New York: Harper and Brothers, 1960), p. 120. 106Alam, Op. cit. 107Hines and Alexander, op. cit., Po 13 52 In as much as previous studies attempting to identify those personal characteristics that affect teacher attitudes have brought few results and the relationship of demographic data to teacher attitudes have been replicated several times in the public schools, these aspects were disregarded as pur- poses for the present study. For these reasons, and because it was felt that the participants would be more open and hon- est if anonymity were guaranteed, thus giving a more accurate study, it was decided that no identifying marks other than the school system and the organizational level of teaching would be utilized on the questionnaires. Although the pres- ervation of anonymity seemed to guarantee more honest answers by the participants, it complicated the attempt to insure a substantial return. The THRQ measures attitudes in six areas of human re- lations encountered by teachers by their responses to the 90 items making up the questionnaire. It measures factors such as how the teacher feels about teaching as a profession, other teachers, the administrator, the school, the community and students. Teachers indicate their attitudes by responding to one of three classifications on each item: agree, disagree or undecided. For the purposes Of scoring, a numerical value was assigned each response as they fell into one of the three classifications. The response "undecided" was assigned a value of zero, "agree" was assigned a value of one and "dis- agree" was given a value of minus one. Administration of the Instrument and Collection of the Data After permission was obtained from the prOper auth- orities in each school system, the selection of teachers within each teaching level was completed. After consultation with a Michigan State University Research Consultant, it was decided to administer the questionnaire to sixty teachers in each level for a total of 180 in each school system. Each teacher was assigned a number and a random sampling was com- pleted using random number tables. Due to particular regulations in one system, the procedures were slightly different in the two systems. The procedure in the Grand Rapids Christian School System con- sisted of a visit to each school during which the principal was given a COpy of the questionnaire and the accompanying letter. (Appendix B) The materials were delivered in address- ed separate enve10pes for each participant at this time. A self—addressed, stamped envelOpe was enclosed with the mater- ials to enable each participant to easily return it directly to the investigator. The return of the instrument was re- quested to be done within a week. At the end of that week, a follow-up letter was delivered to each school for all par- ticipants asking those who had not done so to return the in- strument. (Appendix C) The procedure was the same in the Grand Rapids Public School System with one exception. It was required in their policy that a letter go to every teacher and administrator in each school having participating teachers to explain to them 54 the general nature of the particular study. This was done approximately a week before the delivery of the questionnaires to the schools. (Appendix A) Table 4.1 (page 63) shows the number of schools in each system involved in the study, the number of instruments distributed, the number returned and the percentage returned from each of the levels in each system. Acting on the advice of the Doctoral committee, a series of interviews was made in the Christian School System. It was felt that this would add substance to the data obtained about the Christian School System. This was deemed important due to the lack of research in this particular area. A random sampling was obtained by using random numbers to select one out of each ten participants for a personal interview. An interview guide was develOped to facilitate the interviews. Table 3.1 shows the interview guide utilized. A letter was sent to each of those chosen for an interview. (Appendix D) A telephone call was made to each of them and a time for the interview was arranged. The interviews were taped and are summarized and reported in Chapter IV. Summary A total of 360 teachers was selected through random sampling. The instruments were delivered by the investigator to each school and a conference was held with each principal to acquaint them with the material. The questionnaire was administered anonymously to them and they were returned di- rectly to the researcher through the mail. A follow-up 55 TABLE 3.1 INTERVIEW GUIDE The following is an outline of possible questions for interviews with participants in a study of teacher human relations. TOPIC I TOPIC II TEACHING AS A PROFESSION Do you think teaching is a profession? Why do you feel as you do about it as a profession? What characteristics make it or would make it a profession? What do you feel is the chief aim of education? Are you able to foster this? If not, why not? Are you able to be yourself? Are you forced to compromise what you think is important? If yes, why do you think this is so? Why do you feel most peOple go into teaching? Is teaching more or less of a profession today as compared to some years ago? Why? Will the idea of negotiation change the concept of teaching as a profession? How? ATTITUDES TOWARD OTHER TEACHERS Do you like to work with the teachers here? What characteristics of the faculty do you value? What characteristics of the faculty do you not value? Do you feel you share a common outlook with the faculty? CD \1 O\ \n O 10. 11. 12. 13. 14. TOPIC III 10. Is this important to you? Is this good or bad for the school? Are diverse views readily allowed? Do you feel well accepted, socially and professionally by the faculty? Are there major divisions on the faculty? What causes these divisions if they exist? Does the faculty attack problems as a group? Are they willing to change? Can you Openly express your opinions and be listened to by the faculty? What could be added or changed to make things better? ATTITUDES TOWARD THE PRINCIPAL What is your view of the principal's job? Does your principal fill that role? If not, why? Are you able to Openly disagree with him and/or his policies? Is he a leader educationally? Do you feel that you and he are a member of a team? Does he deal with problems etc. Openly and fairly? What interferes with this if anything? What type of morale does he encourage? Is he supportive and helpful to you? If not, how could his role change? Does he feel all students can achieve? Does this attitude help or hinder your teaching? Has consolidation changed his role? If so, how? 11. 12. 13. TOPIC IV 1. 2. TOPIC V H o \O (I) '\7 0\ \J1 42' K») N O H O o 57 Would negotiation change his role? If so, how? What changes would you make if you were principal? Why doesn't the principal make those changes? ATTITUDES TOWARD THE COMMUNITY Do you feel accepted by the constituency? Does the constituency have too much control over the school? Does the constituency restrict you in your teaching? Do you feel the general public accepts you? Does the school community allow and encourage in— volvement in the larger community? Are you involved in community activities outside the Christian Reformed community? If so, how? Do you feel the school contributes to devisiveness? If so, how? ATTITUDES TOWARD THE SCHOOL Do you like the school in which you teach? What do you like about it? What do you dislike about it? Does the closeness of the Board help or hinder? Do you feel involved in the decision-making? How does this affect your attitude toward the school? Do you feel there is sufficient discipline? What could be done in this area to help? Do students enjoy coming to the school? Is this feeling by students important? 11. 12. 13. 1L». TOPIC VI 1. 2. 3. L5, 10. 11. 12. 13. 14. 58 What could be done to improve this feeling? Does the school provide you with what you need? Should there be changes made? Where? How? Who should be involved in any decisions about change? ATTITUDES TOWARDS STUDENTS Are students here interested in learning? What contributes to this interest or lack of it? Is there a great deal of competitiveness present? Are the classes student-centered or subject-matter centered? Do you agree with this emphasis? Why? How do you feel about the students' acceptance of you? Do you feel that individual views are encouraged or discouraged? If discouraged, why is this so? Do you feel a common outlook is present, shared by students and faculty? Are diverse views of students accepted by other students? By faculty? Is the common culture etc. shared by the students good or bad for them in the school setting? Are the students dependable and responsible? How would you describe the student body generally? Is discipline a major problem in the school? Are all students given equal Opportunities? What changes would you make to create better attitudes toward students in your school? 59 letter was delivered to each teacher participating approxi- mately one week after they originally received the instru- ment. The instrument was judged valid and reliable on the basis of the antecedent studies reported in Chapter II. It was deemed particularly useful for this study in that it measured significant areas of professional human relations. CHAPTER IV ANALYSIS OF DATA Introduction The purpose of this investigation was to explore the expressed attitudes of a random sample of the teachers in the Grand Rapids Public Schools and the expressed atti- tudes of a random sample of the teachers in the Grand Rapids Christian Schools in six areas of professional human relations in order to examine whether significant differences exist between the two groups of teachers. A questionnaire of 90 items was administered and upon their return were scored by the author according to the "right" and "wrong" answers provided with the question- naire. The answers do not, in reality, provide a score of right or wrong answers but rather positive or negative tendencies in attitude. The scoring on the questionnaire ranges from ~90 to +90 points. The closer the raw score to the positive extreme of the range, the more positive the attitudes ex- pressed and conversely, the more negative the score, the more negative are the attitudes expressed. Throughout this chapter, the designation Group I (Chr.) will refer to that group of teachers from the Grand Rapids Christian Schools completing the questionnaire. 60 61 Group II (Pub.) will refer to that group of teachers com- pleting the questionnaire from the Grand Rapids Public Schools. The designations (El.), (J.H.) and (8.3.) will refer to the sub-groups within Group I (Chr.) and Group II (Pub.) separated by level taught i.e., elementary, junior high and high school. The independent variables utilized in this study were the school district and the level taught. The main thrust of the study being a comparison of the attitudes expressed by the two groups of teachers, the majority of the analyses were made with the variable of school district as the most crucial of the variables. Comparisons were run within each group using the variable of level taught as the differentiating characteristic as well as between each group according to level taught. The dependent variables consisted of the series of scores obtained from the question- naire. Hypotheses Tested Utilizing the Multivariate Analysis of Variance program develOped by Jeremy Finn of the State University of New York at Buffalo, the following hypotheses stated in the null form were tested: 1. There will be no significant differences be- tween the expressed attitudes of the two groups of teachers in the total area of professional human relations as expressed on the questionnaire. 2. There will be no significant differences between 62 the expressed attitudes of the two groups of teachers in each of the sub-test scores as expressed on the questionnaire. 3. There will be no significant differences be- tween the expressed attitudes of the two groups of teachers when grouped according to level taught in the total area of professional human relations as expressed on the questionnaire. 4. There will be no significant differences between ' the expressed attitudes of the two groups of teachers when grouped according to level taught in each of the sub-test scores as eXpressed on the questionnaire. 5. There will be no significant differences between the expressed attitudes within each group of teachers when grouped according to level taught in the total area of professional human relations as expressed on the questionnaire. 6. There will be no significant differences between the expressed attitudes within each group of teachers when grouped according to level taught in each of the sub-test scores as eXpressed on the questionnaire. Distribution of Questionnaires The following table shows the number of teacher human relations instruments distributed, number of schools involved, number of instruments returned and the percentage of instruments returned within each school system. QUESTIONNAIRE DISTRIBUTION AND RETURN 63 TABLE 4.1 Number of Level Schools Group I (Chr.) Elementary 7 Junior High 6 Senior High 2 Total 15 Group II (Pub.) Elementary 28 Junior High 9 Senior High 4 Total 41 Number Distributed 60 60 180 60 60 60 180 Number 44 52 46 142 46 44 1.1 131 Percentage Returned Returned 73% 87% 77% 79% Mean Scores After return of the instruments, the author tabu- lated the data in terms of the scoring procedures for the THRQ. After the determination of raw scores, the mean scores were computed for the total test and for each of the six sub— tests within the questionnaire for each group of teachers. These mean scores are depicted in Table 4.2. 64 TABLE 4.2 MEAN SCORES Test Test Test Test Test Test Total Level N 1? 2X 3X 4X 5X 6? Y Group I (Chr.) El. 44 3.70 9.11 9.16 9.27 8.77 8.02 47.05 J.H. 52 3.44 11.02 13.16 9.37 10.13 8.23 55.35 S.H. 46 2.78 7.57 8.41 6.04 5.91 4.13 34.85 Total 142 3.31 9.31 10.38 8.29 8.34 6.84 46.47 Group II (Pub.) E1. 46 1.78 9.00 9.43 5.59 6.19 4.50 36.50 J.H. 44 1.18 5.57 8.25 4.34 4.02 5.48 28.84 S.H. 41 0.07 3.76 8.29 2.00 5.46 3.54 23.12 Total 131 0.64 6.21 8.68 4.05 5.24 4.53 29.35 Legend: = Number of teachers within category Y = Mean Test 1 = Attitudes toward teaching as a profession. Test 2 = Attitudes toward fellow teachers. Test 3 = Attitudes toward administrator. Test 4 = Attitudes toward students. Test 5 = Attitudes toward the school. Test 6 = Attitudes toward the community. Examination of Table 4.2 reveals that Group I (Chr.) (teachers within the Grand Rapids Christian Schools) had a total test mean of 46.47 while Group II (Pub.) (teachers within the Grand Rapids Public Schools) had a total test mean of 29.35 indicating a more positive atti- tude eXpressed by Group I (Chr.). It can be seen that this is true in each of the sub-test mean scores also. Examination of Questions Question 1 What differences, if any, exist between the ex- pressed attitudes of the two groups of teachers in the total area of professional human relations as eXpressed on the questionnaire? The results of the total test scores of the two groups of teachers were treated by the statistical tech- nique of Multivariate Analyses of Variance. If the analy- sis of this data yielded an F ratio which would occur by chance less than 5 times in 100 (PC05), it was considered statistically significant. The cell frequency and mean score of each group of teachers in relationship to Question 1 is depicted in the following table: 66 TABLE 4.3 MEAN AND CELL FREQUENCY TABLE FOR TOTAL SCORE TOTAL GROUP Source N E Group I (Chr.) 142 46.47 Group II (Pub.) 131 29.35 Legend: N = Number of teachers within that category. 2': Mean Examination of Table 4.3 reveals that the mean score of Group I (Chr.) is higher that the mean score of Group II (Pub.) in respect to the total test score. This indicates a more positive attitude expressed by Group I (Chr.) than by Group II (Pub.). A multivariate test of equality was run yielding an F ratio of 12.2409 indicating a statistically significant difference (P<.0001) exists between the two groups of teachers. It is reasonable to conclude therefore that teachers in the Grand Rapids Christian Schools have more positive professional human relations than those in the Grand Rapids Public Schools as expressed on the Walker Professional Human Relations Questionnaire. Sub-Question 1.1 What difference, if any, exist between the ex- pressed attitudes of the two groups of teachers in each of the sub-test scores as expressed on the questionnaire? 67 The cell frequency and mean scores of each group of teachers for the six sub-tests within the questionnaire are shown in Table 4.4. TABLE 4.4 MEAN AND CELL FREQUENCY TABLE FOR SUE-TESTS TOTAL GROUP Test Test Test Test Test Test XI Source N 1? 2i' 3 4E 52 6X Group I (Chr.) 142 3.31 9.31 10.38 9.29 8.34 6.84 Group II 131 0.64 6.21 8.68 4.05 5.24 4.53 (Pub.) Legend: N = Number of Teachers within category X = Mean Test 1 = Attitudes toward teaching as a profession. Test 2 = Attitudes toward fellow teachers. Test 3 = Attitudes toward administrator. Test 4 = Attitudes toward students. Test 5 = Attitudes toward the school. Test 6 = Attitudes toward the community. A two—way multivariate test of analysis of variance was run on the mean scores for each dependent variable of the two groups of teachers. The results are depicted in the following table: 68 TABLE 4.5 (TWO-WAY) ANOVA TABLE FOR TOTAL GROUP SUB—TEST SCORES Variable Between Nean Sq. Univariate F P Less Than Test 1 355.5174 56.0030 0.0001* Test 2 676.2105 15.2348 0.0002* Test 3 193.2378 4.0435 0,0454% Test 4 1226.1642 35.7418 0.0001* Test 5 640.5743 15.3837 0.0002* Test 6 360.9790 15.0265 0.0002* Legend: ANOVA = Analysis of Variance. P = Probability * = Statistically Significant. Test 1 = Attitudes toward teaching as a profession. Test 2 = Attitudes toward fellow teachers. Test 3 = Attitudes toward administrator. Test 4 = Attitudes toward students. Test 5 = Attitudes toward the school. Test 6 = Attitudes toward the community. Examination of Table 4.4 and Table 4.5 reveals that Group I (Chr.) has a more positive score in expressed atti- tudes on each variable than does Group II (Pub.). These differences when examined through (two-way) ANOVA were found to be statistically significant at the P<.O5 level in each instance. Question 2 What differences, if any, exist between the ex- pressed attitudes of the two groups of teachers on the total test score as expressed on the questionnaire when separated as elementary teachers? 69 The cell frequency and mean scores of each group of elementary teachers within the two groups of teachers in relationship to Question 2 are depicted in the following table: TABLE 4.6 MEAN AND CELL FREQUENCY TABLE FOR TOTAL SCORE ELEMENTARY TEACHERS Source N Y Group I (Chr.) El. 44 47.05 Group II (Pub.) E1. 46 36.50 Legend: N = Number of teachers within the category '2 = Mean Examination of Table 4.6 reveals that the mean score of Group I (Chr.) elementary teachers is higher than the mean score of Group II (Pub.) elementary teachers in respect to the total test score. This indicates a more positive attitude eXpressed by Group I (Chr.) than by Group II (Pub.). A multivariate test of equality was run yielding an F ratio of 5.0229 indicating a statistically significant difference (P<.0001) exists between the two groups of teachers when separated according to elementary level taught. It is reasonable to conclude that teachers on the elementary level in the Grand Rapids Christian Schools have more 70 positive attitudes than elementary teachers in the Grand Rapids Public Schools as expressed on the Walker Professional Human Relations Questionnaire. Sub-Question 2.1 What differences, if any, exist between the ex- pressed attitudes of the two groups of teachers in each of the sub-test scores as expressed on the questionnaire when separated as elementary school teachers? The cell frequency and mean scores of each group of teachers separated as elementary teachers for the six sub-tests within the questionnaire are shown in Table 4.7. TABLE 4.7 NEAN AND CELL FREQUENCY TABLE FOR SUB-TESTS ELEMENTARY TEACHERS Test Test Test Test Test Test Source N 1')? 23? 3E 43(- 5')? 63? Group I 44 3.70 9.11 9.16 9.27 8.77 8.02 (Chr.) Group II 46 1.78 9.00 9.43 5.59 6.19 4.50 ( Pub . ) Legend: N = Number of teachers within the category. N = Mean Test 1 = Attitudes toward teaching as a profession. Test 2 = Attitudes toward fellow teachers. Test 3 = Attitudes toward administrator. Test 4 = Attitudes toward students. Test 5 = Attitudes toward the school. Test 6 = Attitudes toward the community. A two-way multivariate test of analysis of variance was run on the mean scores for each dependent variable of 71 the two groups of elementary teachers. The results are depicted in Table 4.8. TABLE 4.8 (TWO-WAY) ANOVA TABLE FOR ELEMENTARY TEACHERS SUB-TEST SCORES Variable Between Mean Sq Univariate F P Less Than Test 1 83.0704 13.0857 0.0004* Test 2 0.2904 0.0065 0.9356 Test 3 1.7093 0.0358 0.8502 Test 4 305.5094 8.9054 0.0032* Test 5 149.3558 3.5868 0.0594 Test 6 279.0783 11.6172 0.0008* Legend: ANOVA = Analysis of Variance P = Probability * = Statistically Significant Test 1 a Attitudes toward teaching as a profession. Test 2 = Attitudes toward fellow teachers. Test 3 = Attitudes toward administrator. Test 4 = Attitudes toward students. Test 5 = Attitudes toward the school. Test 6 = Attitudes toward the community. Examination of Table 4.7 and Table 4.8 reveals that Group I (Chr.) elementary teachers have a more positive expressed attitude as shown by the mean scores on Sub-tests 1, 2, 4, 5 and 6 while Group II (Pub.) elementary teachers had a higher mean score on Sub-test 3. These differences when examined through (two-way) ANOVA were found to be statistically significant in Sub-tests 1, 4 and 6. 72 Question_3 What differences, if any, exist between the ex- pressed attitudes of the two groups of teachers on the total test score as expressed on the questionnaire when separated as junior high school teachers? The cell frequency and mean scores of each group of junior high teachers within the two groups of teachers in relationship to Question 3 are shown in the following table: TABLE 4.9 MEAN AND CELL FREQUENCY TABLE FOR TOTAL SCORE JUNIOR HIGH TEACHERS L _— Source N R Group I (Chr.) J.H. 52 55.35 Group II (Pub.) J.H. 44 28.84 Legend: N = Number of teachers within that category ‘2 = Nean Examination of Table 4.9 reveals that the mean score of Group I (Chr.) junior high school teachers is higher than the mean score of Group II (Pub.) junior high school teachers in respect to the total test score. This indicates a more positive attitude expressed by Group I (Chr.) than by Group II (Pub.). A multivariate test of equality was run yielding an F ratio of 5.6947 indicating a statistically significant difference (P<.0001) exists between the two groups of 73 teachers when separated according to junior high school teachers. It is reasonable to conclude that teachers on the junior high level in the Grand Rapids Christian Schools have more positive attitudes than junior high teachers in the Grand Rapids Public Schools as expressed on the Walker Professional Human Relations Questionnaire. Sub-Question;3.1 What differences, if any, exist between the ex- pressed attitudes of the two groups of teachers in each of the sub-test scores as expressed on the questionnaire when separated as junior high school teachers? The cell frequency and mean scores of each group of teachers separated as junior high teachers for the six sub-tests within the questionnaire are shown in Table 4.10. TABLE 4.10 MEAN AND CELL FREQUENCY TABLE FOR SUB-TESTS JUNIOR HIGH TEACHERS Source N Te§t Test Tegt Tegt Test Tegt 1X 2X 3X 4X 5X 6X Group I 52 3.44 11.02 13.16 9.37 10.13 8.02 (Chr.) Group II 44 1.18 5.57 8.25 4.34 4.02 5.48 (Pub.) Legend: N Number of teachers within the category Y = Mean Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community 74 A two-way multivariate test of analysis of variance was run on the mean scores for each dependent variable of the two groups of junior high teachers. The results are depicted in Table 4.11. TABLE 4.11 (TWO-WAY) ANOVA TABLE FOR JUNIOR HIGH TEACHERS SUB-TEST SCORES Variable Between Mean Sq Univariate P Less Than Test 1 121.7839 19.1841 0.0001* Test 2 708.1821 15.9551 0.0001* Test 3 573.1370 11.9929 0.0007* Test 4 601.6809 17.5386 0.0001* Test 5 890.2984 21.3809 0.0001* Test 6 180.6982 7.5219 0.0066* Legend: ANOVA = Analysis of Variance P = Probability * = Statistically Significant Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community Examination of Table 4.10 and Table 4.11 reveals that Group I (Chr.) junior high teachers have a more posi- tive expressed attitude on each variable than does Group II (Pub.). These differences when examined through (two-way) ANOVA were found to be statistically significant at the P(.05 level in each instance. 75 Qgestion 4 What differences, if any, exist between the expressed attitudes of the two groups of teachers on the total test score as expressed on the questionnaire when separated as senior high teachers? The cell frequency and mean scores of each group of senior high teachers within the two groups of teachers in re- lationship to Question 4 are shown in the following table: TABLE 4.12 MEAN AND CELL FREQUENCY TABLE FOR TOTAL SCORE SENIOR HIGH TEACHERS Source N 2 Group I (Chr.) S.H. 46 34.85 Group II (Pub.) S.H. 41 23.12 Legend: N,= Number of teachers within the category , X = Mean Examination of Table 4.12 reveals that the mean score of Group I (Chr.) senior high school teachers is higher than the mean score of Group II (Pub.) senior high school teachers in respect to the total test score. This indicates a more positive attitude expressed by Group I (Chr.) than by Group II (Pub.). A multivariate test of equality was run yielding an F ratio of 7.3605 indicating a statistically significant difference (P(.0001) exists between the two groups of teach- ers when separated according to senior high teachers. It is reasonable to conclude that teachers on the senior high level 76 in the Grand Rapids Christian Schools have more positive attitudes than senior high teachers in the Grand Rapids Pub- lic Schools as expressed on the Walker Human Relations Ques- tionnaire. Sub-Question 4.1 What differences, if any, exist between the expressed attitudes of the two groups of teachers in each of the sub- test scores as expressed on the questionnaire when separated as senior high school teachers? The cell frequency and mean scores of each group of teachers separated as senior high school teachers for the six sub-tests within the questionnaire are shown in Table 4.13. TABLE 4.13 MEAN AND CELL FREQUENCY TABLE FOR SUB-TESTS SENIOR HIGH TEACHERS Source N Tegt Te§t Tegt Tegt Te§ Tegt 1X 2X 3X 4X _5X 6X Group I 46 2.78 7.57 8.41 6.04 5.91 .4.13 (Chr.) Group II 41 0.07 3.76 8.29 2.00 5.46 3.54 (Pub.) Legend: N = Number of teachers within the category X = Mean Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes towards administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community 77 A two-way multivariate test of analysis of variance was run on the mean scores for each dependent variable of the two groups of senior high school teachers. The results are depicted in Table 4.14. TABLE 4.14 (TWO-WAY) ANOVA TABLE FOR SENIOR HIGH TEACHERS SUB-TEST SCORES Variable Between Mean Sq Univariate F P Less Than Test 1 159.1406 25.0687 0.0001* Test 2 314.5370 7.0864 0.0083* Test 3 0.3140 0.0066 0.9355 Test 4 354.4318 10.3314 0,0015% Test 5 4.3826 0.1052 0.7459 Test 6 7.6450 0.3182 0.5732 Legend: ANOVA = Analysis of Variance P = Probability * = Statistically significant Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community Examination of Table 4.13 and Table 4.14 reveals that Group I (Chr.) senior high school teachers have a more positive expressed attitude on each variable than does Group II (Pub.). These differences when examined through (two-way) ANOVA were found to be statistically significant in sub-tests 1, 2 and 4. Questiongj What differences, if any, exist between the expressed attitudes within the teachers of Group I (Chr.) on the total test score as expressed on the questionnaire when separated as elementary, junior high and senior high school teachers? The cell frequency and mean scores of each group of teachers separated as to level taught within Group I (Chr.) in relationship to Question 5 are shown in the following table: TABLE 4.15 MEAN AND CELL FREQUENCY TABLE FOR TOTAL SCORE GROUP I (Chr.) SEPARATED BY LEVEL TAUGHT Source N N Elementary 44 47.05 Junior High 52 55.35 Senior High 46 34.85 Legend: ,N = Number of teachers within the category X = Nean Examination of Table 4.15 reveals that the highest mean score within Group I (Chr.) when separated according to level taught was that of the junior high school teachers fol- lowed by elementary teachers and senior high teachers in that order. This indicates a more positive attitude expressed by the junior high teachers than either of the other two levels and that elementary teachers have a more positive attitude than senior high teachers. A multivariate test of equality was run on each comparison of group mean scores. Between elementary and junior high teachers, an F ratio of 1.0744 was computed indicating that no statistically significant differences existed between those two groups (P(.0855). In comparing elementary teachers to senior high teachers, the test yielded an F ratio of 3.0594 indicating that a statistically significant difference (P<.0066) ex- ists between the two groups of teachers. In comparing junior high teachers to senior high teachers, the F ratio obtained was 3.3737 indicating a statis- tically significant difference (P<.0033) exists between those two groups of teachers also. It can be concluded therefore that elementary and junior high school teachers have more positive professional human relations than high school teachers within the Grand Rapids Christian Schools as expressed on the Walker Profess- ional Human Relations Questionnaire. Sub-QuestionASJI What differences, if any, exist between the expressed attitudes of elementary teachers and the expressed attitudes of junior high teachers as expressed on the questionnaire within Group I (Chr.)? The cell frequency and mean scores of elementary and of junior high teachers within Group I (Chr.) in each of the sub-test scores within the questionnaire are shown in the following table. TABLE 4.16 REAR AND CELL FREQUENCY TABLE FOR SUB-TESTS ELEMENTARY AND JUNIOR HIGH TEACHERS GROUP I (Chr.) Source N Tegt Tegt Te§t Te§t Te§t Te§t 1x 2x 3x 4x 5x 6x 1 Ele. 44 3.70 9.11 9.16 9.27 8.77 8.02 C: J. H. 52 3.44 11.02 13.16 9.37 10.13 8.23 ” Legend: 3 = Number of teachers within the category X = Mean Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community A two-way multivariate test of analysis of variance was run on the mean scores for each dependent variable of the two groups of teachers separated as elementary and as junior high teachers. The results are shown in Table 4.17. F, \ 81 TABLE 4.17 (TWO-WAY) ANOVA TABLE FOR ELEMENTARY AND JUNIOR HIGH TEACHERS SUB-TEST SCORES GROUP I (Chr.) -:__ Variable Between Mean Sq Univariate F P Less Than Test 1 1.6390 0.2582 0.6118 Test 2 86.5457 1.9498 0.1638 Test 3 380.3340 7.9585 0.0052* Test 4 0.2046 0.0060 0.9385 Test 5 44.2046 1.0616 0.3038 Test 6 1.0315 0.0429 0.8360 Legend: ANOVA = Analysis of Variance P = Probability * = Statistically significant Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community Examination of Table 4.16 and Table 4.17 reveals that junior high teachers have generally a more positive attitude as expressed on the questionnaire. These differ- ences were examined through (two-way) ANOVA and only the scores on sub-test 3 was found to be statistically signifi- cant at the P(.05 level. Sub-Question 5. CD N 2 What di fferences, if any, exist between the expressed attitudes of elementary teachers and the expressed attitudes of senior high teachers as expressed on the questionnaire within Group I (Chr.)? The cell frequency and mean scores of elementary and of senior high teachers within Group I (Chr.) in each of the sub-test scores within the questionnaire are shown in the following table TABLE 4.18 MEAN AND CELL FREQUENCY TABLE POR SUB-TESTS ELEMENTARY AND SENIOR HIGH GROUP I (Chr.) TEACHERS w. -_ -’—_-:v_ I Source N Tegt Te§t Te§t Tegt Tegt Tegt 1X 2X _3X 4X 5X 6X Ele. 44 3.70 9.11 9.16 9.27 8.77 8.02 S.H. 46 2.78 7.57 8.41 6.04 5.91 4.13 Legend: N. = Number of teachers within the category X = Mean Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes toward students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community A two-way multivariate was ruui on the mean scores for test of analysis of variance each dependent variable of the two grcnxps of teachers separated as elementary and as senior high teachers. The results are shown in Table 4.19. 83 TABLE 4.19 (TWO-WAY) ANOVA TABLE FOR ELEMENTARY AND SENIOR HIGH TEACHERS SUB-TEST SCORES GROUP I ( Chr.) _—_—_ m E -;— Variable Between Mean Sq Univariate F P Less Than Test 1 19.1148 3.0111 0.0839 Test 2 53.9194 1.2148 0.2714 Test 3 12.5170 0.2619 0.6093 Test 4 234.5152 6.8360 0.0095* Test 5 183.9094 4.4167 0.0366* Test 6 340.7053 14.1826 0.0003% Legend: ANOVA = Analysis of Variance P = Probability * = Statistically significant Test 1 = Attitudes toward teaching as a profession Test 2 = Attitudes toward fellow teachers Test 3 = Attitudes toward administrators Test 4 = Attitudes towards students Test 5 = Attitudes toward the school Test 6 = Attitudes toward the community Examination of Table 4.18 and Table 4.19 reveals that elementary teachers have a more positive attitude as expressed on the questionnaire on each of the variables. These differences were examined through (two-way) ANOVA and.only the scores on sub-tests 4, 5 and 6 wete found to be statistically significant at the P