A COMPARISON OF THE PERCEPTIONS FIRST YEAR
TEACHERS, PRACI‘ICE TEACHERS, AND SENIORS
WITHOUT TEACHING EXPERIENCE HOLD OF THE

PROBLEMS FACING BEGINNING TEACHERS IN PUERTO RICO

Thesis for the Degree of Ph. D.

MICHIGAN SKATE UNIVERSITY

‘Nzicafas Anfcl‘én Rodriguez
'1 9:64

Resets

LIB R A R Y
Michigan State

University

 

This is to certify that the I

thesis entitled
A COMPARISON OF THE PERCEPTIONS FIRST YEAR TEACHERS,
PRACTICE TEACHERS, AND SENIORS WITHOUT TEACHING EXPERIENCE HOLD

OF THE PROBLEMS FACING BEGINNING TEACHERS IN PUERTO RICO

presented by

Nicolas Antolin Rodriguez

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Education

 

Cu / 7 r / (/1- /
— )1 (LL; (In:‘)¢ \,: {:(/\ 1/, ~44 /

Major professor rf

 

Date June 3, 1964

 

 

 

ABSTRACT

A COMPARISON OF THE PERCEPTIONS FIRST YEAR TEACHERS,
PRACTICE TEACHERS, AND SENIORS WITHOUT TEACHING EXPERIENCE HOLD

OF THE PRO-'SLENS FACING BECII‘=§§§II‘§G TEACHERS IX PLTER'TO RICO
by Iicolas Antolin Rodriguez
Problem

The present study was designed to assess the differential percep-
tions students of education at different stages of preparation hold of
the problems encountered by the beginning teacher. More Specifically,
it purported to determine the level of agreement among; a) one year
teachers, b) seniors with practice teaching, and c) seniors without
teaching experience in their expectancies of degrees of difficulty in-
volved as the new teacher functionalizes a set of basic behaviors at

the hard core of his professional role.
The Sample

A group of 72 teachers who had just finished their first year of
experience in the field; 72 senior students of education who were finish—
ing their practice teaching course, and 72 seniors Specializing in
Sencondary education and were ready for, but had not taken their practice
teaching course, constituted the sample in the study. The sample was
f’U‘rther limited in that; a) all first year teachers were graduates from

El”? College of Education of the University of Puerto Rico during the

Nicolas Antolin Rodriguez

1961-62 academic year and hired by the State Department of Education
in August, 1962, and b) the seniors were taking their practice teaching

at the University of Puerto Rico in 1963.

Procedure

The following procedural steps were followed in the present study:
(1) A 78-item, three-point scale measure instrument was designed to
cover the basic professional role of the teacher, as organized into
eight sections by professional behaviors. (2) The instrument was
mailed to the teachers in the field and directly administered to the
full-time senior students of education in the sample. (3) The collected
data was coded, translated onto IBM cards, and a three-by-three cell
chi-square analysis performed on all items using Michigan State Univer-

sity's Control Data Corporation 3600. Act II program.

Findings

A comparison among the three sub-samples by means of the chi-square
technique yielded the following findings:

(1) With the exception of items 12, Table 4.2, and item 37, Table
4.4, the null hypothesis was rejected at the .01 level of significance

Or higher; that i

U}

There is a difference in the perceptions of problems
facing the beginning teacher as he faces his teaching
role between; a) one year beginning teachers, b) senior
students of education with practice teaching, and c)
senior students of education without teaching experience.

Nicolas Antolin Rodriguez

k?) The directional hypothesis was reversed according to the find-

ings in the analysis; that is,

Rather than the direction of degrees of internalization
and concern over the actual and potential difficulties
faced by the neophyte at the outset in his professional
role being from one year teachers to seniors without ex-
perience in teaching, the contrary was demonstrated by
the analysis. That is, seniors without practice teach-
ing indicated a stronger significance and possible
difficulty in functionalizing the professional behaviors
presented to them in the questionnaire.

(3) Beginning teachers had the tendency to withhold their responses

to some basic items in the questionnaire, particularly on aspects of

planning, evaluation, and methodology.

Conclusions

In his position of concern over the initial encounter with the
profession, the senion student may be reacting, among other factors,
to; a) difficulties of merging theory and practice, b) inadequacy of
knowledge on such basic fields as psychology of learning, methodology
and group dynamics in addition to his subject matter field of specializa-
tion. Such feelings and attitudes seem to be logical outcomes of pre-
service preparation, particularly at the stage when the student already
lias a broad view of the profession and its problems, but lacks his
laboratory experience.

As the subject comes in contact with experience, the apprehensions

‘3f the previous stage seem to fade away rather quickly, as demonstrated

bX’ the practice teachers, Group II in the sample. When the present

Stnldy was made, practice as well as beginning teachers had had some

Nicolas Antolin Rodriguez

time to acquaint themselves with the profession. Insofar as it
strengthened their feelings of security and adequacy, the degree of
familiarity gained through actual teaching may be a positively reasonable
explanation for the wide differentiation in perceptions. However, there
is sufficient empirical evidence to justify a suggestion of Caution

every time the practice or beginning teacher responded heavily on the
third or ”not felt” category, especially in such aspects as discipline,
planning, methodology, evaluation, school-community relations and

school-time distribution.

A COMPARISON OF.THE PERCEPTIONS FIRST YEAR TEACHERS,
PRACTICE TEACHERS, rND SENIORS WITHOUT TEACHING EXPERIENCE HOLD

OF THE PROBLEMS FACING BEGINNING TEACHERS IN PUERTO RICO

Nicolas Antolin Rodriguez

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

DOCTOR OF PHILOSOPHY

Department of Education

1964

ACKNOWLEDGMENTS

My sincere appreciation and gratitude is hereby eXpressed to the
persons who made this study possible, and through them to the institutions
they represent, Hichigan State University and the University of Puerto
Rico.

To Dr. William N. Farquhar, his major adviser, the writer is

especially indebted for his constant help and constructive criticism

throughout the study, particularly on statistical design and methodology.

To the members of his doctoral committee, Dr. Wilbur B. Brookover,

Dr. George Z. Barnett and Dr. Carl H. Gross for their cheerful encourage-
Inent and valuable suggestions.

To Deans Augusto Bobonis and Herminia Vazquez, of the College of
Ehducation of the Fniversity of Puerto Rico for the expeditious way in
xfldich they provided the writer with ample opportunities to continue

stiuflying.

T Mrs. Lynda Crafton whose expert editing and typing were both a

-o
greeat asset and a privilege to be able to endorse.

"lo my wife Betty, not only for her assistance with the many clerical
taslcs at the beginning of the project, but for her forbearance and

consstzant inspiration throughout the course of the study.

ii

 

TABLE Or CO\lEl§TS

ACKNOWLEDGEHEHTS

LIST OF TABLES

LIST OF APPENDICES

Chapter
I

II

I\7

Pace
ii
Iv
vi
THE PROBLEM 1
Statement of the Problem 2
Significance of the Study 3
Theoretical Background 3
Research Hypothesis 8
Definition of Terms 9
Organization of the Study 10
REVIEW OF RELATED RESEARCH 11
Teacher Personality and Teacher-Pupil Rapport 12
Pre-Service and ln—Service Preparation of Teachers. 20
Problems Inherent in the School and Community Settings 26
Summary 31
DESIGN AND METHODOLOGY OF THE STUDY 33
Description of the Sample 33
Construction of the Instrument 35
Summary of the \CI EPS' 3 Definition of Teacher Profess-
ional Role . 3b
Refinement and Administration of the Instrument 38
Statistical iypotnesis 40
Summary 42
ANALYSIS OF THE DATA 43
Global Hypothesis Test . 43
Completeness of Response . . . . . . . . . .. 44
Teacher- -Pupil Relationships as a Source of Difficulty 45
Planning as a Source of Difficulty 47
Evaluation as a Source of Difficultgg 50
Teaching Methods as a Source of Difficulty . 52
School- Community Relations as a Source of Difficulty. 55
Time Distribution as a Source of Difficulty 57
Problems of Personality Adjustment 59
Students Health as a Source of Difficulty 60
Summary . . . . . . . . . . . 62

iii

Chapter Page

V SEXMARY AND CONCLUSIONS . . . . . . . . . . . . . . . 64

Basic Assumptions . . . . . . . . . . . . . . . . . . 64
Purpose of the Study . . . . . . . . . . . . . . . . 65
Procedure Followed . . . . . . . . . . . . . . . . . 65
Scope and Limitations . . . . . . . . . . . . . . . . 7
Pertinent Findings . . . . . . . . . . . . . . . . . 68
Conclusions and Recommendations . . . . . . . . . . . 69
Suggestions for Future Study . . . . . . . . . . . . 71
ESIHLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . 72

iv

LIST OF TABLES

Table NO. Page

4.1 Chi-square Values Testing the Perceptual Differences
Between First Year Teachers, Seniors With Practice
Teaching and Seniors Without Practice Teaching* Rela-
tive to Teacher-Pupil Relationships as a Source of
Problems for Beginning Teachers . . . . . . . . . . 45

.5
\J

._ Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and III Relative to Planning as
a Source of Problems for Beginning Teachers . . . . 48

4.3 Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and III Relative to Evaluation
of the Teaching-Learning Experience as a Source of
Problems for Beginning Teachers . . . . . . . . . . 51

4..4 Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and III in Relation to Teach-
ing Methods as a Source of Problems for Beginning
Teachers . . . . . . . . . . . . . . . . . . . . . 53

4+..5 Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and Ill Relative to Knowledge
and Utilization of Community Resources in the Class-
room Process as a Source of Problems for the Begin-
ning Teacher . . . . . . . . . . . . . . . . . . . 55

4-.€> Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and III Relative to Apportion
ment of School Time as a Source of Problems for the
Beginning Teacher . . . . . . . . . . . . . . . . . 58

4- 7 Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and Ill Relative to Personal
Adjustment as a Source of Problems for the Beginning
Teacher . . . . . . . . . . . . . . . . . . . . . . 59

1"8 Chi-square Values Testing the Perceptual Differences
Between Groups I, II, and III Relative to Students
Health as a Source of Problems for the Beginning
Teacher . . . . . . . . . . . . . . . . . . . . . . 61

EFSND this point forward these groups will be referred to as Groups

I, II, and III.
v

Table No. Page

5.1 Average Responses Rounded to Whole Numbers for
the Three Groups of Teachers to Three Levels of
Problem Perception . . . . . . . . . . . . . . b8

LIST OF APPENDICES

Appendix Page
A The Questionnaire . . . . . . . . . . . . . . . . 79
B Cell Chi-square . . . . . . . . . . . . . . . . 88

vi

CHAPTER I
THE PROBLEM

Preparation of teachers for present and future demands, a prepara-

tion that must aim at both qualitative and quantitative factors, has

become a nationwide concern. The responsibility of preparing the
[necessary "number of competent teachers required to provide each ele-

nuentary and secondary school pupil with a fair educational opportunity”

r<3sts squarely upon the teacher training institutions. If the institu-

tiaans are to fully accept their responsibilities, they must carry their
ctnnmitment beyond mere practice to the realm of objectively understand-

iiig the role of their teacher graduates.

The idea of comparing the perceptions of the professional role
of' teachers among senior students of education, student-practice
tewachers and new inc nbents who have finished their first year of

teauzhing experience, emerges from that pressing necessity for prepar-

ing rnore and better qualified teachers. The challenges of the day in

an iaicreasingly complex, swiftly changing society, keep pressing upon

the S<:hool its new and ever higher demands for better education. This

Clainn «of society for a more efficient service touches the entire in-
Stitiit;ional personnel of the school, but it is the classroom teacher
1J1 the last analysis, has to crystalize the commitment.

\‘v’h O ,

‘xr‘

"The Post—War Struggle to Provide Competent Teachers,” NBA Re-
Lé‘rch Bulletin, Vol. xxxv, No. 3, p. 15.

r.)

Statement of the Problem

By the time the typical beginning teacher is ready to start his
eactive career, he has formulated a frame of reference that will guide
Piim in the observation of the various aspects of the teaching profession.
fie feels ready to test those basic ideas, concepts, principles and
sl<ills governing the classroom process which he learned in his general
811d professional university studies. It is to be expected that the
dzegree of agreement between the neophyte teacher's internalization of
tlie professional role on the one hand, and the actual demands of the
c lassroom and existing conditions within his school and community on
time other, will have a significant bearing upon the professional forma-
tixan of the new teacher.2 There is the common feeling, however, that
tlris initial role perception of the beginning teacher, which is mostly
[Dossitive at the outset, becomes profoundly modified as he faces actual
teeacfliing conditions.3 Insofar as these modifications are negative, it
WOLllcl be worthwhile to expose and analyze them, and then judiciously

use tflie relevant findings towards a more realistic teacher preparation
PUDgI%ML4

M

L2J.J. Valenti, "Measuring Educational Leadership Attitudes,” Jour-

22l__EL§ Applied Psycholo y, XXXVI, 1952, pp. 36-42.

3W. Waller, The Sociology of Teachipg, Russell 8 Russell, New York,

1961~, p. 41, and H. Becker, ”Social Class Variations in the Teacher-
Pupj,1 Relationships,” Journal of Educational Sociology, Vol. 25, No.8~
AlDril , 1952, p. 462

‘, (IS. Spector, ”Another Look at Teacher Training,” Ibid., Vol. 33,
“0- 8, April, 1960, pp. 346-353.

The present study is designed to inquire into, and appraise the

effects of the teacher preparation program of the College of Education

of the University of Puerto Rico upon the professional perception of its

students and graduates. This project purports to assess the perception

which teachers at various stages of preparation and experience have of
the teaching role.
Significance of the Study

The efficiency of any college preparation program is judged in
the long run, by its actual effects upon the students and by the quality
.5

of service and leadership its graduates are able to render to soc1cty

In its commitment the college program also bears the prime reSponSibility
to keep abreast of social change, and Spearhead advisable innovation in

the school system. Hence, a realistic orientation of teacher education

to serve a dynamic society requires constant, objective self-appraisal

b3' the training institution, based preferably on continuous assessment

Of' its institutional impact on professional performance.

Theoretical Background

continuous, institution-

Insofar as teaching Constitutes a specific,

' ES . . . . . .
a1, and speCialized task, with an ”ethic” of its own and "a good-in-

M—

1 ‘SN. Sanford,
Zigiiiill Interpretation, John hiley a Sons,

A Psychological and Socio-

ed., The \merican College
New York, 1962, pp. 418-

Inc.,

6 . . ,
Term used in the Malinowski frame of reference (8. Malinowski, é
University of North Caro-

EEE¥LSJl§ific Theory of Culture and Other Essaxs
111a Press, Chapel Hill, 1944).

 

[4
View" for society, it is a profession.7 Moreover, since the actor--the
teacher--assumes "his functioning form” as perceived by himself-and-
others, because he needs to validate his self in a social context and
sinmltaneously provide for his various needs, the use of the term "role”
is justified.8 In other words, this definition, which includes the three
basic ”valuesF-reality, subjective-symbolic and cultural-symbolic--"9
[Jermits the use of the expression "the professional role of teachers"
instead of the suggested alternatives, "the patterns of behavior of
teachers,"10 or just "the teaching methods of teachers.”11 It logically
follows that any situation which threatens the integration12 of the
three role values, i.e., the Socio-cultural, the psychological and the

laiological, in the ”hard core"13 of the profession, in fact threatens

ruat only the integration of the very individual incumbent, but that of

ttu: entire professional group as well.

 

’R.M. Nclver, "The Social Significance of Professional Ethics,”
Arunals of the American Academy of Political and Social Science, Vol. 297
Jar1., 1955, pp. 118-24, and F.W. Terrien, ”The Occupational Role of
Teacflners," The Journal of Educational Sociology, Vol. 29, No. 1, Sept.,
19555, pp. 14-30, and T.R. Sarbin, ”Role Theory," Handbook of Social
PSycflfioloev, C. Lindzey, ed., Wesley Publishing Co., Cambridge, Mass.,
1951+, Ch. VI.

8B. Solby, ”The Role Concept in Job Adjustment, Sociometry, Vol. 7,
1944 , pp. 222-29.
91bid., p. 223.

—_——

1()x.E. Wallen and R.W. Travers, ”Analysis and Investigation of
icaching Methods,” Handbook of Research in Teaching,N. Cage, ed.,
Rand Bic ally, Chicago, 1963, p.448-505.

1
1‘Ibid.

 

1"-ZSolby, Op. cit.

13'1‘he point at which institutional functions are translated into
dctlorl. (JHL Valenti,cp. cit.4n 37).

As modern democratic society becomes more complex, automation com-

petes with ”man's productive necessity” thus imposing new demands on

him, and a threatening world of alien ideas closes in the ring, the
social institutions of free societies must gear their efforts to meet

the impending challenges. The school certainly cannot be either "the

15

I g I ‘ C O
museum of v1rtue”l* or ”the sorting machine” type of the early thirties.

The school ought to be the school of the masses, with professional

teachers, the very opposties of ”the pathetic women”16 and ”incredibly

feminine men"17 of depression times.
The necessity of defining what is good teaching on the one hand,
and of clarifying the responsibility of the teacher preparation institu-

tion on the other, has produced extensive research literature on the

subject during the last decade. Some authors have subdivided the teacher's

role into different facets. Havighurst and Newgarten consider two

broad aspects; i.e., the role of the teacher as it relates to the adults

ir: the system and as it relates to the children in the school community.
Thczir analysis is further divided into a variety of sub-areas under each

0f tlie two main divisions.18 In 1952, Kinney also offered another

M
14Waller, op.cit., p. 34.
lSIbid., p. 21.

161b1d., p. 423.

153R.J. Havighurst and B.L. Newgarten, Society and Education, Allyn
and :Baicon, Boston, 1957, pp. 459-479.

6
categorization of professional behaviors of teachers which19 combined
with Fishburn's in 1955, is composed of six interrelated groups of com-
petencies; i.e., the teacher as a) director of learning, b) guidance and

counseling worker, c) mediator of culture, d) member of the school

Ctmmnwdty, e) liason between the culture, the school and the community,

. ’7 .
sand f) member of the profeSSion.‘O Still a more recent assessment of

the teacher's role by groups of behaviors is that by Sorenson, Husek

eand Yu in which the authors categorize the various aspects of the teach-

/

iJig role into " . . . 6 role dimensions: information giver, disciplin-

zarian, advisor, counselor, motivator, and referee."21

The National Commission for Teacher Education and Professional
St:andards, simultaneously with the Commission on Teacher Education of
Cailifornia, followed the Kinney-Fishburn scheme, breaking it further
irito three broad areas; a) the role of the teacher as promoter of pupil's

girowth, b) the role of the teacher in program building, and c) the
tcéacher's position as liakwn official between the culture, community

811d school.22 The present study is oriented to this latter conception

CDf’ the teacher's role. In its annual meeting of 1954, the American

ASsociation of Colleges for Teacher Education adopted the following

'r€isolution, thus clarifying their position on the subject of teacher

\W

19L.B. Kinney, Measure of a Good Teacher, California Teachers Asso-

cziéltion, San Francisco, 1953.

20C.E. Fishburn, ”Teacher Role Perception in the Secondary School of

()riC? Community,” Dissertation Abstracts, Vol. 15, 1955, pp. 1798-99.

21A.C. Sorenson, T.R. husek, and C. Yu, ”Divergent Concepts of Teacher

RC)les: An Approach to Measurement of Teacher Effectiveness,” Journal of
No. 6, December, 1963, pp. 287-294.

li£1iicational Psychology, Vol. 54,

) I) n o m v
‘“California Teachers AssoCiation, leacher Competence: Its xature
C‘VKJ Scove, Bulletin of the California Teachers Association, San Fran. 1957.

\_—L—

education at the national level:

The systematic review, compilation, and extension of research
in the field of teacher education is accordingly recognized as
a major function of AACTE. Any program or procedure, to be
accepted as valid, must have been established as contributing
to the preparation of expert teachers. It is recognized that
a definition of this desired product, in objective terms, such
as is now under study and development by the National Commis-
sion on Teacher Education and Professional Standards, is a
preliminary requirement for such validation.2

The most significant findings of researchers on problems facing
tflie beginning teachers, and role internalization by future teachers now
inader preparation, tend to converge on three main areas; a) inadequate
tyre-service preparation, b) lack of sufficient expert supervision at
bc>th pre-service and in-service levels, and c) poor communication and
iaitegration of effort between school and community, and within the

scfliool community itself.24 More Specifically, the highest convergence

pc>int among researchers in the field is around the importance of labora-
tcyry experience in context with the ongoing academic studies prior to

'7 . . . . . .
tenaching.“5 In other words, it is felt that the teacher training institu-
tZiCDri must strive to merge theory and practice, and constantly assess

itZS results against actual teaching efficiency shown by its graduates
111 the field.

\———n
231bid., p.6.

240.B. Fuglaar, "Identifying Teachers Needs for Programs of Pro-
feSsional Education,” Dissertation Abstracts, Vol.18 , 1957, pp. 63-64.

‘ 25F.A. Formica, "Teaching Difficulties Encountered by Beginning
I"*lementary Teachers," Dissertation Abstracts, Vol. 23, No. 2, 1962,
13F>- 63-64.

8

Finally, recent literature on pre-service preparation of teachers

clearly indicates that teacher preparation programs rest too heavily on
. . 26 . . .

opinion at the expense of sound theory. Accordingly, more rigid ap-
plication of known social-psychological theory is urged, in context
with a ”conceptual scheme for teacher education."27 The present study
partakes of the idea involved in the last statement in the sense that
it purports to assess what the student brings into his practice teach-
ing course, what he takes from it, and hay he functionalizes his know-

ledge in actual experience.
Research Hypothesis

This study was designed to investigate the following hypothesis:
There is a difference in the perception of problems besetting the be-
ginning teacher as he faces his teaching role among; a) senior students
of education who have not taken their laboratory experience, b) senior
Stiujents who are taking their laboratory experience and c) in-service
teacluers with one year of experience. It is further hypothesized that
(aquarienced beginners will express a higher degree of internalization
and cxancern over the difficulties involved in functionalizing some
basic: behaviors of the teaching profession.

26F.2fl. Kerlinger, ”Educational Attitudes and Perceptions of

Teacheres: Suggestions for Teacher Effectiveness Research," School
322321, v01. 71, xo. 1, Spring 1963, pp. 1-11.
27E. Iloward, ”Ieeded: A Conceptual Scheme for Teacher Education,"

1221-. pp. 12-26.

Definition of Terms

1. Professional behaviors refer to those series of acts the .

 

teacher is called upon to perform, the sum total of which constitutes

liis professional role. For the purpose of the present study the measure
instrument was organized under eight groups of such behaviors.

7 A student teacher or practice teacher is any student

 

specializing in education who is taking his professional laboratory
(experience at any of the practice centers.

3. By practice center it is understood any of the public schools

 

Sc?lOCted by the College of Education of the UniVersity of Puerto Rico
1J1 cooperation with the Insular Department of Public Instruction where
stiujent teachers practice four hours every day for one full semester.
Theese schools, often referred to as cooperating schools, are all con-
ceritrated in the metropolitan area of-San Juan, Puerto Rico.

4. The cooPerating teacher is the classroom teacher selected to

 

intrnaduce the student teacher to actual field experience. He is re-
Sponsilale for coaching, supervising and helping in the evaluation of
the s tudent teacher .

5. The college supervisor is a faculty member of the College of

 

Educatiaan charged with the reSponsibility of supervising, guiding,
orientiaig and finally evaluating the work of the student teacher.
6- The terms laboratory experience and practice teaching are

herewitfi used interchangeably.

10
Organization of the Study

The general plan of the study is to present in the following
chapter a review of the research done in relation to the perception of
professional role problems among senior education majors, as compared
with internalized difficulties as reported by beginning teachers in the
discharge of their professional behaviors. In the third chapter, the
design of the study will be described with reference to design, sampling
{Drocedure, method of treatment, testing of hypothesis, and type of
analysis. In chapter four, the results of the analysis will be reported,
and in chapter five, a summary of findings and concluding statement will

be rnade.

CHAPTER II
fiEYIEN 0F RELATED RESEARCH

The purpose of this chapter is to review selected research done
iri the field of role internalization by students of education at differ-
erit levels of preparation through their first year of experience. Focus
naill be placed on the professional problems facing the new incumbent
eat the very beginning of his career and how these problems relate to
tile teacher training institution. No attempt will be made to survey
tile fields of role theory and criteria for the teacher competence1 ex-
ceqat to the extent that it will be considered indispensable for the
prwesent study.

The complex of problems facing the neophyte teacher as reported
iri the reviewed research falls within thnee broadly interrelated areas;
a) teacher personality as it affects the classroom process, b) pre-

serxkice and in-service preparation, and c) problems emerging from exist-

I

ing cxpnditions within the school and community where the teacher works.
Apparenatly most problematic experiences of beginning teachers constitute
the raither logical outcomes of the difficult process of bringing together
and intxegrating " . . . in their behavior the cognitive, the psycho-
social eand the psychomotor experiences as they move into the new role

X

lthivid G. Ryans, Characteristics of Teachers, American Council
On Educxition: Washington, D.C., 1960.

12

A. r) . . . . . .
oi teacher.” - Finally, the integration aspect, as indicated in the
operational definition above, (Supra, p. 3) is a crucial element in the
garofessional role of the teacher. Without that factor it is difficult

tr\ make of the classroom "the laboratory for self-discovery." 3

Teacher Personality and Teacher-Pupil Rapport

Few people would disagree with the principle that " . . . teachinU

C:
i1; effective to the extent that the teacher acts in ways that are
frivorable to the development of basic skills, understandings, work

lial)its, desirable attitudes, value judgments and adequate personal

4

acljustments of pupils." An answer to the question, however, on the

neiture and Specificity of such ”acts” and 'ways," indiSpensable as it

is to functionalize the more general and abstract definition, proves

\

Fuazardous, indeed. A consistent theory of teacher behavior providing

 

4E1izabeth howard, op. cit., p. 22.

3Perceiving, Behaving, Becoming; A New Focus for Education; 62nd
Yearlxook, Association for Supervision and Curriculum Development (NEA)
Wasluington 6, D.C., 1962, p. 103, and Clark E. Mustakas, The Teacher
and tflie Child: Personal Interaction in the Classroom, McGraw—Hill Book
COmPaTU¢, Inc., Xew York, 1956, pp. 1-3, and Gilbert Highet, The Art of
Ififigfililyg, Alfred A. Knopf, New York, 1954, p. 11, and C.M. Fleming,
Iggchiaag; A Psychological Analysis, John Wiley and Sons, New York, 1958,
P- 1J3}, and Evans, ”Education in Personal Relationships with Special Re-
ference: to Science Teaching," Researches and Studies; English University
Institiite of Education: Leeds, Vols. 19-23, 1959-61, pp. 84-85, and
C.H. ernss, et al., School and Society: Readings in the Social and
EQLLEEEulhical Foundations of Education; D.C. Heath and Company, Boston
1963, pp. 3-8, 321-2 .

 

 

 

 

 

 

1+
Rywans, op. cit., p. 370.

l3
enJSpicious conditions under which particular learnings could be most
eiifectively produced,5 faces countless combinations of obstacles; a)
grmaup differentiation within the socio-cultural milieu surrounding the
scliool, b) "grade level and subject-matter taught," and c) variability
(5f ”intellectual and personal characteristics" of the teachers and
p14p>ils.6 In spite of all, research on teacher competence based primar-
j_1)7 on ” . . . estimation of some of the major patterns of personal and
sc5c ial characteristics of teachers,"7 offers a promising step forward
in. the process of objectifying selection, preparation and placement of
tezichers. '
In a comparison between education and non-education students in
relgation to their choice of vocational objectives, Lapidus8 hypothesized
d1at:, "education and non-education students would manifest different
interrests and personality patterns, but relatively similar intellectual
and scfliolarship characteristics.” In his objective of inquiring into
mui ccxnparing characteristics between college students who select
teachiJ1g as their professional goal and those who choose differently,
the aiithor considered such variables as scholarship, interests, person-
ality ‘traits and socio-economic background.
5.3 .
~xa11en and Travers, Op. Cit.
6Rxnans o cit p 371
- ,__R_.______., . .

71bid

‘—

8Ge<1rge Lapidus, "A Comparison of Education and Non-Education
StUantS \Jith ReSpect to Their Choice of Vocational Objectives," (un-
published Ph.D. Dissertation, New York University, 1955.)

14

The population sample of Lapidus' project consisted of 1300 students
graduating from Brooklyn College in June, 1953. The sample was divided
into two equal groups for the purpose of comparison; a) 630 education—-
elementary and secondary--students and b) 650 students from the humanities,
social science and science departments of the Brooklyn College. The
criteria used for comparison were; a) high school grade index, b) Brook-
lyn College Entrance Examination, c) A.C.E. Psychological Examination,
d) College Grade Index, e) Thurstone Temperament Schedule, f) Minnesota
Teacher Attitude Inventory and g) Kuder Preference Record. The treat-
ment of the data included the t-test of significance, differences be-
tween percentages and Chi-Square test.

Among other findings, Lapidus' comparisons revealed the following;
a) science students showed significant superiority over education
students on the high school average, b) science students performed
better than elementary, but not better than secondary school students
on the entrance test, c) only male science students made better grades
than secondary education males. In relation to personality character-
istics, elementary education students appeared to be more mature social-
ly, more cheerful, self-possessed, relaxed and they seemed to have had
healthier family relationships than the rest of their colleagues.9
While non-education students scored higher in reflective thinking, ele-

mentary education majors scored higher in social adjustment, morale

R

3k summary of findings on the theme is included in Ryans', 92:
91.3, PP- 385-86.

15
and family relations. All education majors manifested higher positive
attitudes towards salutary teacher-pupil relationships than non-educa-
tion students. No appreciable differences were found between both
groups in relation to socio-economic factors. In conclusion; a) the
basic hypothesis was proved, b) elementary education students showed a
richer potential for healthy teacher-pupil rapport,10 and c) secondary
education students resembled non-education students more than they did
elementary education students.

In their effort to better study the personality of the teacher,

particularly those traits which can affect more closely the interperson-

al relations within the classroom setting, some reSearchers refer back

to early childhood experiences. Certain aspects of teacher's identifi-

cation with their professional role were studied by Jackson and Moscovicill.

The authors proposed themselves to answer a set of questions; a) ”What
has led these people to the choice of teaching as a career?" b) ”How
do they view themselves and the task of education?" and c) "What are
the central psychological issues they must resolve if they are to be

- . “)
Successful in the classroom?”l-

"Two groups of graduate students in a major university participated

lOSee also Robert Callis, "Change in Teacher-Pupil Attitudes Re-

lated to Training and Experience,” Educational and Psychological Measures,

Vol. x, 1950, p. 726.

11Philip W. Jackson and Pela Moscovici, ”The Teacher-to-Be: A

Studyr<3f Embryonic Identification with Professional Role," School Review,

Vol. 71, No. 1, Spring 1963, pp. 41‘65-

13Ibid.

 

16

in the study;"13 a) an experimental group composed of twelve females

and fifteen males all holding Master's degrees in secondary school teach-
ing, and b) a control group composed of twenty-seven students paired

in every possible rCSpect to the experimental group--age, sex, prepara-
tion, field of specialization--except that no "control” member intended
to teach. Three major fields were represented in the experiment; a)
languages, 10 females and 10 males, b) social science, 12 females and

12 males, and c) natural science, 5 females and 5 males. The projective
technique was used with the following measure instruments; a) the Draw-
a-Teacher Test as developed by Travers and others, b) the Word Associa-
tion Test as modified by Goodenough for teacher application, and c) the
Word Completion Form as designed by Hilton for assessing identification
with teaching. The instruments were administered in sessions and the
Draw-a-Teacher Test was given in the same room in order to control the
factor "setting.”

A comparison of both groups of students on each instrument through
correlations and the t-test methods demonstrated that only the ”teacher
emphasis score on the Draw-a-Teacher Test successfully discriminated
at the .05 level between teachers-to-be and the controls."14 An
interpretation of the drawings demonstrated; a) that the teacher-to-

be projected himself into the teaching setting while the controls did

131bid., p. 43.

141mm, p. 44..

not, b) the teacher candidate visualized a high school classroom, some-
times oversupplied with all kinds of teaching aids and ornamental de-
tails while the non-education major visualized a rather barren college
czlassroom, and c) the would-be-teacher identified the teacher as to
[)osition in the classroom and sex, implying authority and command,
vfliile the control groups did not discriminate between teacher and pupils.

As an instrument of predictability, the Draw-a-Teacher Test seems
CC) hold promise. However, as do most projective instruments it requires
ea<pert interpretation in order to be able to detect "infused faking.H
Ehaes the teacher-to-be intend to behave like the teacher she painted
iii her drawing or does this happen to be an example of "reactive
iciehtification”? Does excessive detail mean lack of confidence as
tlie authors implied or could it be the other way around? Speculations
asside, "it has been shown that the drawing of the teacher-to-be gives
scnne indication of an embryonic identification with the teacher.”15

The verbal instruments--Word Association Test and Word Completion
ForTn--also linked the teacher-to-be with the school and the home to a
Sigriificantly higher degree than the control group. The ”homemaking"lb
attithde inferred from the responses dealing with the maintenance of
comfkyrtable interpersonal and physical environments, were also signifi-
cantlg; higher among teacher candidates than among the control group.

'The crucial problem facing the embryonic teacher is latent right

lsIbid.,p. 60.

 

16Ibid., p. 59

18

in his ”homemaker" role with its inherent conflicts of permissive dis-
penser of love and affection, understanding and patience on the one
hand, and the problem of authoritative control of behavior and intellec-
tual standards on the other. His judicious integration of the two
prongs of the dilemma proves to be the professional acid test of the

new teacher. Furthermore, if empirical findings realtive to teacher
attitudes contain a good measure of reliability, in the sense that
teacher attitudes remain relatively unchanged through experience, educa-
tion and age,17 then his vocation to teach was nurtured from early child-
hood, at the beginning of which was the desire to control others.18

The "social control nurturant" factor, according to Jackson and Moscovici
and Sherman, grows with the child and becomes tempered with genuine
altruism and spirit of service as the youth approaches adulthood. This
process Sherman describes as three basic identifications; i.e., integra-
tive, emulative and reactive.19 Finally the profession of teaching
offers the incumbent an opportunity to validate, and thereby integrate
liis self through propagating the values and mores of society. From that
lxacus of activity on behalf of his culture and society, the teacher
derrives his authority which, obviously a social emergent proposition, is
“OI: personal but professional role authority. It may well be concluded

théit this institutional authority and power rewarded him by society

x—
17R. Callis, op. cit., p. 723, and Ryans, op. cit., p. 385.

18Jackson and Moscovici, op. cit., p. 62, and Ryans, op. cit., p. 395.

19Barbara Sherman, "Teachers' Identification with Authority Figures,”

W, Vol. 71, No. 1, Spring 1963, pp. 66-78.

l9
luaries in direct proportion to his creativity, proficiency and zeal dis-
raleayed in the discharge of the professional role.

Another study directed at obtaining a more definitive picture of
tine? characteristics of the future teacher, particularly as they relate
tr) the teacher-pupil rapport, was undertaken by Veldman and Peck at
tliez University of Texas.20 The measure instrument used for the purpose
vqajs the Pupil Observation Survey (POSR) developed by the Mental Health
iri 'Ieacher Education project of the University of Texas. The POSR form
iriczludes 38 items purporting to measure through a four-point scale, the
p11p>il's reactions to student teacher's professional behaviors in the
<:]_arssroom process. More Specifically, POSR items are arranged under a
fiJV(3-factor continuum intended to portray teacher's personality traits
lentztioning in context with classroom activity; a)friendly, cheerful,
ilncj eidmired, b) knowledgeable, c) interesting and preferred, d) strict
C()nt:r01 and e) democratic procedure. Because POSR factors combine the
errlpé-iithical in "a” and ”e" with what could be interpreted as competence
falltrbrs, "b" and "d”, the instrument measures teacher-pupil rapport and
highlights teacher competence.

In the course of three college semesters POSR was administered to
alfll 7th through 12th graders composing the classes of 554 student teach-
el:3 . A modified form of the same instrument was given to the student
teéiclier group--lll males and 443 females--at the end of their laboratory

\____

7
_ “ODonald J. Veldman and Robert F. Peck, "Student Teacher Character-
:Lstlics From the Pupils' Viewpoint," Journal of Educational Psychology,
‘01. 54, x0. 6, December, 1963, pp. 346-355.

‘20
6>q3erience by their cooperating teachers. The treatment of the data
iiicluded the following; a) data reduced to item scores, b) item scores

reuduced to item means for each student teacher, c) factor analysis to

iriclude tests of invariance for time and sex, d) analysis of variance,

6?) zero-order and multiple correlations with California Psychological

‘Ilnxlentory and the Self-Reporting Inventory--CPI and SRI--scales, and

f') validation against supervisor ratings of intelligence.
Except for slight variations, the factor composition for male and

.fcnnale practice teachers remained essentially the same. In such factors

reelxative to the permissive "empathic potential," females scored higher

ttiaii males. This finding, which permeates in an overt or implied way

Erie reviewed research on teacher personality, is in keeping with an

ac:ce2pted social value in American culture. Another interesting out-

Ccnnee of the research was the relatively slight importance given by the
SLupezrvisor of practice teaching to the "preferred-interesting" and
'Vitnnocratic" teacher factors in his evaluation of teacher competence.
AT’Péarently supervisors emphasized poise, ”knowledgeableness” and "task-
OITiantedness" in their evaluation while the students emphasized the

InCVree permissive aspects. In conclusion, all the aforesaid findings

”liégklt have been more meaningful had the sample used been more balanced.
Pre-Service and In-Service Preparation of Teachers

The institutional reSponsibility of the school grows in direct

- . . . o . m H
proportion to sc1ent1f1c and technological advances. lhe age of cy-

be'IInetics” demands teachers well enough prepared so they need not

21

I; . . .. .. ..
. . . fear the children's high spirits, curiOSity, critical penetra-

tixan and capacity for debunking."21 To aim to produce that 'profess-

90 . .
”‘r is the in-

iC)nal man” who is not ”mere artisan” or ”mere routineer
ezsczapable, difficult task of the teacher education institution. Of
CiriJcial importance in the teacher preparation program is that aspect
(2c3ncerned with the combination and functionalization of theory and

p>reactice--the laboratory experience. The following is a selection of

rezsearch projects done in the field of pre-service and in-service educa-

\

tzic3n for teachers.

The need to increase teacher activities leading to continued
{urcbfessional growth motivated Fuglaar's study on the subject in 1957.23
SEDeczifically, the author intended to identify teacher needs which
C(DLlld lead to fruitful suggestions for the professional education pro-
glfarns. By means of the "critical incident" technique Fuglaar projected
C<D (examine the professional needs among elementary teachers in Rapids
PéirTish School System and how such needs could be used as guides for
letLire teacher preparation programs. The Population sample consisted
(3f. I350 elementary teachers who were invited to write descriptions of
Si-tliations demonstrative of teacher effectiveness. The "critical in-
C:j—dEnt" aSpect was followed by group interviews for instrument develop-

mQrIt: and refinement. Of all the examples submitted, 539 incidents

\—-_—-
313 . ' 85
vans, op. Cit., p. .

22Read Bain, ”Man is the Measure," Sociometrv, Vol.VII, 1944, p. 83.

9 .
‘3Fuglaar, op. Cit.

23

were used and categorized in six major areas; a) formulating purposes
of education, b) planning learning activities, c) guiding learning
experiences, d) evaluating learning experiences, e) cooperating in
professional improvement and f) sharing school responsibilities. A
percentage frequency distribution by professional roles as highlighted
throughout the ”incidents” gave special emphasis--over 70 percent of
the time--to those aSpects at the ”hard core” of the classroom process
like guidance, evaluation and planning of the learning activities.
Sharing institutional responsibilities of the school, c00perating for
professional improvement and formulating objectives of educational
programs followed in corresponding order of reported significance.

Among the most important findings by Fuglaar were the following;
a) professional needs among teachers varied with experience, prepara-
tion and community background, b) opportunities for professional im-
provement were limited in the area under study; c) there was the ten-
dency among teachers not to participate actively, nor to accept a
due share of reSponsibility in professional activities; d) community
resources were not adequately used for the best of the profession and
tlie school in general, e) the beginning teacher was more ineffective
arid less prone to use the experience of his professionally mature
CCDIleague, f) unpedagogical practices, although admitted, were con-
tiJiaully used, and g) an appareht absence existed of inter-faculty
CCNDperation and provision for adequate supervision.

Among others, the following are some of the recommendations made
ib}’ Fuglaar; l) The present problem of discontinuity between pre-service

éincj in-service experiences faced by the beginning teacher should be

23

detected and remedied before he is committed to the field. This calls
for a more unified or integrated sequence of the academic and the pro-
fessional aspects in teacher preparation. 2) The student teacher
must be made acutely conscious of the significance of his membership
in the profession, both for his own good and for the good of the pro-
fession in general. 3) Some of the deficiencies shown by the be-
ginning teachers highlight a lack of basic psychopedagogical knowledge
which situation calls for the strengthening of the teacher preparation
program.24 Fuglaar further suggests that the teacher training insti-
tution should set up a follow-up program for its graduates in order
to offer them constructive supervision at the same time that it serves
as a means of constant evaluation of its teacher preparation program.2

Another study intended to establish the relationship between the
problems faced by practice teachers and those characteristic of the
beginning teacher, was made by Anderson in 1962.26 More Specifically,
the author purported to relate such factors as college grades, super-
‘visors ratings, teaching load and length of laboratory experience with
[Droblems faced by practice teachers first as students and later as be-
gginning teachers. Fourteen problems common to practice and beginning
teeachers were identified and arranged into a five-point measure scale,

24Albert W. Vogel, "Education,and the Liberal Arts College,"
liikggral Education, Vol. 48, May 1962, p. 259.

 

25Margot Ely, "A Follow-Up Study of University of Colorado Crad-
ueates,Prepared to Teach in the Elementary School,” ( Unpublished Ph.D.
Dis38ertation, University of Colorado, 1962).

7 . . , ~ .

~6Roger W. Anderson,”Re1ationships detween the Problems of Student
:FGWiChers and Beginning Teachers,"(Unpublished Ph.D. Dissertation, State
L'1‘11versity of Iowa, 1962).

24
1 best to 5 poorest basis. The instrument was administered to 155
trainees from different Iowa institutions and to their respective
secondary school students. The same process was repeated a year later

with a sample of 90 beginning teachers who belonged to the original

laboratory group.

fi

Ratings by practice teachers, their students and their supervisors

were compared with the equivalents in the case of the beginning

teachers; i.e., ratings by the beginning teachers, their students,

and their supervisors. Treatment of the data included mean ratings
on; a) simple comparisons between means calculated for the different
factors, b) computation for correlations between the different factors
and c) z and t tests for differences between means.

Among other findings, the most generalized problems felt by

. _. . _ 27 . . .

both practice and beginning teachers were; a) making prOViSion for
individualized instruction, b) finding effective means of classroom

control and discipline, and c) coping with effective planning, time

clistribution and motivation. It was also indicated that practice

teachers who taught full time even though for a shorter period of time,

enerrienced less problems than those who had practiced for a longer

27Similar findings have been reported by: Lucy Bachman, ”Problems

of? a Group of Beginning Elementary Teachers as they Relate to Pre-Ser-
‘fixze Preparation and Tn-Service Training, (Unpublished Ed.D. Disserta-
tiJDn, Indiana University, 1952), cited in Studies in Education, Indiana
Urliversity, 1952, p. 17, and Formica, op. cit., and Dwight M. Davis,
"At Comparison of Certain Factors Pertaining to Pre-Service Training of
Teachers and the Teaching Experience in the Secondary Schools," (Un-

ptlblished Ph.D. Dissertation, State University of Iowa, 1953).

[‘u
U]

period of time for half a day. Apparently practice teaching should
not be combined with other courses which would compete for needed
laboratory time and energy. From the findings Anderson concludes;

a) good supervisors and cooperating teachers are needed in the system
under study, b) teacher training institutions must be more careful in
giving their teacher candidates the basic knowledge as to planning,
classroom control and methodology.

In view of the recognized significance currently accorded to
professional laboratory experience, Swaim undertook a project to devel-
op "criteria for evaluating programs in professional laboratory ex-
periences in teacher education.”28 A search of the literature and
documents from twenty-four state departments of education yielded a
list of 166 and 254 headings or criteria statements respectively.

From a topical comparison between the two sets a single 35-item state-

Inent was developed and considered as tentative criteria for teacher

education programs. Finally the list was submitted to the ten-member

Conmdttee on Standards and Performances of the Association for Student
TEeaching for further examination. The original 35 statements were

rte-written into a 21-item list of criteria for evaluating professional

léaboratory experiences in teacher education programs.
Among the most important points covered by Swaim's summary of

CITiteria are the following; a) because the laboratory experience is a

\—

28Roland Quinn Swaim,”Criteria for Evaluating Programs in Pro-
feSsional Laboratory Experiences in Teacher Education,”(Unpublished
lid .0. Dissertation, University of Kansas, 1962), Dissertation Abstracts,
Vol. 23, Pt. 3, Nos. 8-10, pp. 2812-2813.

26
joint responsibility shared by the college of education and the cooper-
ating schools, their philosophies and operating practices should be
similar, b) the c00perating schools should be of high quality and
at the same time representative of the community they serve, c) both
institutions must provide adequate expertness in and time for super-
vision, guidance and assistance of practice teachers, d) the total pro-
gram must be organized in such a way that it provides for creativity,
individual interests and needs of the future teachers, e) it also must
provide for harmonious participation of the community in the school
and vice versa, for the future teacher to work actively with parents
and community agencies. In a concise way, this project summarizes
most of the suggestions made by the research sample reviewed here,

which in turn are based on the problems of the practice and neophyte

teachers.

Problems Inherent in the School and Community Settings

The complex of problems facing the teacher in a great metropolis,
adiere his students come from all possible origins of society, is the
(Dbject of study in Becker's "Social Class Variations in the Teacher-
Fhapil Relationship."29 Specifically the researcher purports to prove
tllat in his classroom reactions toward cultural differences, the

M-

7

“ghoward S. Becker, ”Social Class Variations in the Teacher-Pupil
Relationship,” Journal of Educational Sociology, Vol. 25, No. 8, April
15152, pp. 451-465.

27

.— .

middle-class oriented teacher often contributes to perpetuate ".
discrimination of our educational system against the lower-class child.”3O

Although not the prime objective of this study, "feelings about
social class differences among students" was reviewed because it was
the subject most often referred to as an answer to the question of
"problems of being a teacher." Accordingly Becker interviewed sixty
teachers of the Chicago school system on three Specific professional
sub-areas; a) problems relative to "teaching itself," b) discipline
and control, and c) ”the problem of moral acceptability of the students."31
The teachers produced their own social categorizations of ”lower

stratum, upper stratum and middle stratum” which Becker accepted as

roughly equivalent to the classical categories.
The following results were directly or indirectly reported in

relation to "teaching itself;” a) the school system under consideration

is tailored after an ”ideal” type of student, but is inadequate to meet
1

the realities of the less favored groups, b) in the mind of the respond-

/

cents there was an in-between group of ” . . . not too brilliant . .

-

. . 9
lrut . . . very nice . and very easy to work with” children,3“ c)

dLifferential social class origins adversely affected method and amount
fo subject matter to be covered, and d) as lower-class students pro-

grwassed through the grades their lot became worse from year to year as

\—
3olbid., p. 452.

311bid.

321bid., p. 455.

\
28

uncovered material accumulated, thus keeping school l'D"--mainly serv-
ing the slum area--always behind school ”K”--serving ”a better commun-
ity."

In relation to discipline and classroom control, Becker gathered

the following impressions; a) the teacher spends most of his time

”keeping' the children "in line' at school ”D" while at school "K" they

are much quieter and more docile, 6) children of the ”upper-class” are

' and

often referred to as "spoiled”, ”overindulged," or ”neurotic,'
their parents are often blamed for it by respondents, c) teachers are
”tough" and ”mean business” with the upper and lower ones, but they
need not be so with the middle-class ones who are well behaved. From
the moral viewpoint, lower-class children were considered; a) too lax--
including even strong adjectives at times, b) words and expressions
innocent to the teachers were full of obscene meanings for the lower
class children, and c) such virtues as a desire to succeed and improve,
thrift, and social mobility were absent to a large extent among slum
children, thus straining further the moral fiber and the objectives

of the teacher. In conclusion, Becker's suggestions to society and
particularly to the teacher and his institution of origin, are simple;
a) the sub-culture of the slum is a compelling reality, b) it must be
thoroughly studied and understood and c) it must be given a great deal
more effort if society"means to ameliorate its negative influence over
the whole of the social fabric.

The significance of a working knowledge of the community by the

teacher and how its socio-economic structure impinges upon the school

29

is also clearly portrayed in the following study by Nurfin.33 The

guiding purpose of Murfin's study was to '

'gain insight into" the origin
of the problem relative to differences in socio-economic status between
"lower" and "upper" social class children and how it affects achievement
in general. It is a fairly well acknowledged trend that children of
lower-class origin usually achieve‘lower on standardized tests and in
general school work, and tend to leave school earlier than upper-class
children.

As guidelines for the study, Murfin proposed a series of questions
purporting to establish some bases for comparison between; a) values
and attitudes towards education, b) levels of aspiration, and c) differen-
tial socio-cultural values and how they affect intellectual achievement.
The population sample consisted of all the 4th, 5th and 6th grade pupils
of two schools in a middle-sized Indiana city, one school for each of
the social strata under consideration. The criteria used for such socio-
economic division were those developed by Warner and his associates.
Both groups of students were fairly homogeneous in ethnic, racial and
religious background. The schools were fairly comparable in every res-
pect. A ISO-item measure scale was developed ”covering five areas be-
lieved to be related to school success.”34 More specifically the in-

strument intended to survey "attitudes toward (1) school and teachers,

33Mark Nurfin,"A Study of the Expressed Attitudes of Children From
Two Socio-Economic Levels and the Relationship to Intelligence and
Reading Achievement,"( Unpublished Ed.D. Dissertation, Indiana Univer-
sity, 1952), cited in Studies in Education, Abstracts of Theses, 1950-52.

3b'lbid” p. 240.

 

30

(2) intellectual and cultural refinements, (3) ambitions and occupation-
al goals, (4) restrictions of freedom, and (5) parental attitudes toward
education."35 The other measuring devices, i.e., achievement and in-
telligence test scores, were made available by the local school author-
ities. Attitudinal divergences and convergences between the two groups,
as shown by the scale and other official scores, were tabulated and
their mean variances calculated.

Among other significant findings, it was shown that in spite of
certain socio-economic similarities as assessed by Warner's Index of
Social Status, lower class students, ”taken as a whole, expressed

attitudes more detrimental to school success”36

than the ”upper”
students did. In other words, lower-class children felt themselves;

a) to be less part of the school than the other group did, b) considered
leaving school earlier, c) were less prone to cultural refinements and
more bent on hard work, d) thought of earlier marriage more often than
of acquiring a sound education, e) " . . . were more liberal and non-
conforming in their viewpoints toward obedience, neatness and fighting,”
and f) their parents in general cared less for academic achievement than

those of the upper-class children. Finally such detrimental attitudes

were associated with lower reading achievement.”37 It could scarcely

351b1d.

361bid., p. 241.

37Ibid. Also, Ruth Runke, ”Teachers' Attitudes Toward Children's
Behavior as it Expresses the Culture Patterns of the Lowest Social
Classes in Certain Indiana Cities," (Unpublished Ed.D. Dissertation,
Indiana University, 1953), cited in Studies in Education, Abstracts
9£_222§2§5 1953-54, pp. 189-192.

31

be otherwise in the case of children whose community of origin had a
distaste ”for the school, the books and the classroom routine." 38

In view of the aforesaid findings, Murfin offered the following
recommendations; a) because differential socio-economic statuses do
make a difference in achisvement, interpretation of tests should take
such differences into consideration, b) the teacher must understand the
child's sub-culture of origin in order to be able to judiciously guide
and individualize teaching, and c) in view of the apparent indifference
toward the school among the lower-class homes, the school must try to
make its influence be felt particularly among the less favored echelons
of society which by all means need it the most. The implication was
that wherever the community lacks the feeling for the good the school
stands for, it is the reSponsibility of the school to approach the
community with the best combined leadership that it can possibly muster.
The significance for teacher education of the problems portrayed in

Becker's and Nurfin's articles can hardly be over-emphasized.
Summary

The reviewed research pertinent to the teaching role as per-
ceived by students of education at different levels of preparation, and
the problems facing their initiation in the profession, treated the

38Murfin, op. cit.

32

subject from three different aspects. The teacher's personality, par-

ticularly that of the elementary teacher, was characterized as "cheerful,”

"self-possessed," "relaxed," and with a predisposition in favor of a

"homey" environment and attitudes. This set of personality traits

'were considered basic in achieving a salutary teacher-pupil rapport
aas an indispensable background for the functionalization of the teach-

irig-learning act. The "homemaking" aspect of the profession, however,

anas considered a source of conflict inasmuch as it faces the incumbent
unith a set of structures and particularized interests that constantly
tfireaten his attainment even of a modicum of role integration.39

The indispensable professional necessity of bridging in a function-
a]. way the factors of personality, knowledge, practice and reality was
ccnasidered under the heading pre-service and in-service preparation of

teauzhers. The position of the generalist and the views of the vocation-

aliest in the field were fused into what was considered to be a reason-

able: set of guiding criteria for a comprehensive,reality-oriented and

wells-balanced teacher education program.

zAnother set of problems besetting the teacher, particularly as a

“ECWDPn/te, were those characteristic of the school and community settings

wher13 he is to work. The selections by Becker and Murfin summarize in

ratluar dramatic ways the predicaments in which his profession puts the

teacflaear at times. As inferred before, his judicious integration of

his "lmomemaking” roles for the sake of culture and society in the face

(H? SllCl) forbidding enrivonment, constitutes an acid test.

\—
9 .
Ef Ibid., and J.w. Getzels and E.G. Guba, "Role, Role Conflict and
:Ee<:t iveness: An Empirical Study,” American Sociological Review, 1954,
55’ 1454t-l75, and C. Wayne Gordon, "The Role of the Teacher in the Social
IWJCItlJre of the High School," The Journal of Educational Sociology, Vol. 29.

No.
1 . (September, 1955), pp. 21-29.

 

CHAPTER III
DESIGN AND METHODOLOGY OF THE STUDY

The present study was designed to analyze the priority given by
two groups of senior education students at the College of Education of
ttu: University of Puerto Rico during the 1962-63 academic year to a
cflueck-list of basic professional behaviors. Furthermore the study pur-
pt3rted to compare Such role internalizations by the would-be teachers
sis Incasured by the instrument with the problems faced by beginning
te.ichers as measured by the same scale. The ultimate purpose of the
Stfljdy was to detect change, if any, and in what direction, as the student
(3f education passed through the different stages in his pre-service
[3re2paration and first year of experience; and how the recorded variations
re lated to the present teacher preparation program of the College of

Ediication of the University of Puerto Rico.
Description of the Sample

As previously stated, the sample used in the study was composed
of tliree groups: (1) Seventy-two senior students of education at the
C01»l<2ge of Education of the University of Puerto Rico during the last
waneester of the 1962—63 academic year who had not taken practice teach-
ing; (2) Seventy-two seniors in the same institution and year who were

pressently taking practice teaching; and (3) Seventy-two graduates of

thf’ Sanm program one year before and who were about to finish their

34

first year of successful teaching in the public schools of Puerto Rico.
More specifically, the measure instrument was administered to 85 educa—

tion majors who had taken most of the theoretical background courses

and were ready to take their practice teaching course. Of the 85 can-
didates who answered the questionnaire, 72 were selected on the basis

of completeness and definiteness in filling out the information requested

in the instrument. The group was composed of 44 females and 28 males

all coming from different parts of the island and falling mainly within
the age bracket of from l9 to 23 years. This number was considered
representative of the total population of full time students majoring

in secondary education who were in their senior year but still had not
t:aken their laboratory experience in teaching.

The second group of the sample was composed of 72 student-teachers

cloing their internship in different public school practice centers
tliroughout the metropolitan area of San Juan, Puerto Rico during the
ssecond semester of the 1962-63 academic year. The questionnaire was
aflhninistered to ninety student teachers, out of which only 84 were com-
Piletely filled. Of this number twelve were randomly excluded to match
tlie previous group of 72 individuals, thus leaving 45 females and 27
Inflles. As in the case of the seniors group, the 72 student teachers
WEPre expecting to teach in the secondary schools of Puerto Rico. All
Of? the major fields of specialization were represented, particularly
SCNZial Science, English, Spanish, Science and Math. The age composition

(DE this group was similar to that of the previous one.

35
The third part of the sample was composed by a group of seventy-
two beginning teachers-~41 females and 31 males--a11 graduates of the
1961-62 academic program who were finishing their first year of field
experience throughout the island of Puerto Rico. Eleven females and
seven males were teaching in the senior high school while the rest--3O
females and 24 males--were teaching in the junior high school. Of the li.

latter group, fourteen and nine respectively were teaching in rural

schools. Over 76 percent of the present group fell within the age

fiwja-‘ '
d
- I-

bracket of between 19 and 26 years of age.
Construction of the Instrument

In preparation for the instrument the following series of steps
\vere followed: (1) The literature related to methodology in the social
sciences was surveyed in order to acquire insights in research techniques.1
(2) Special attention was focused on inventory or check-list construc-
tion. (3) Literature devoted to concepts, traits and definitions rela-
' I! I] . n 2 / A . . .
tive to good teaching was emphasrzed. (4) Periodical contacts with

EEXperienced school administrators and professors of education in the

Chollege of Education of the University of Puerto Rico were maintained

 

x‘.
n

1Alfred C. Jensen, ”Determining Critical Requirements for Teachers,”
:lguignal of Experimental Education, Vol. XX, No. l, 1951, pp. 78-85.

2Robert T. Osborne, ”The Preferential Training Needs Record: A
StNde of In-Service Educational Needs of Teachers of the Atlanta Area
Ikiacher Education Device," Journal of Experimental Education, Vol. XIX,
No. 4, June 1951, pp. 271-303.

30
during the developing stages of the instrument. (5) Ideas ard items
from Michigan State University's Teacher Self Describer, were used as
guidelines. (6) Finally, the definition of teacher competence and pro-
fessional role as deve10ped by The National Commission for Teacher Educa-
tion and Professional Standards (XCTEPS) was considered sufficiently

comprehensive to serve as the primary background for developing the

k

.f'

questionnaire of the present study.

Summary of the NCTEPS'S Definition of Teacher Professional Role3

 

Inherent to the foregoing definition of the teacher's professional
role is the idea that such a definition of teacher competence obviously
can not be static, that on the contrary it must continually adjust it-
self to changing conditions and emerging needs of a dynamic society.
The complex gamut of bheaviors comprising the teacher's role as promoter
of pupil growth (see supra, page 4) is divided into two main aspects;
a) the teacher as "director of learning,” and b) the teacher as "coun-
selor and guidance worker." In his former capacity he must, among
other things; a) apply his knowledge of child growth and development in
the task of planning his teaching-learning activities, b) conduct his
teaching-learning activities in accord with accepted principles of
learning, c) combine effective instructional procedures with adequate

physical and social environments as indispensalbe assets for a healthy

 

3California Teachers Association, Teacher Competence, op. cit.,
pp. 32-41.

37

classroom process, d) be mindful of the significance of sound evaluation

1

for which purpose he enlists the cooperation of pupils, parents and
\

colleagues, and e) strive to develop and keep an effective balance of
freedom and direction in ”the laboratory of self discovery." As a
counselor and guidance worker his profession requires the teacher to;
a) consider each childuindividually unique and treat him accordingly,
b) study each child in order to detect possible difficulties and thus
be able to apply the appropriate treatment, c) help the child understand,
assess and validate himself in context with others, and d) to procure
expert help in cases too serious for him to solve.

The second complex of professional roles of the teacher relate
to his liaison position between the children and the culture of
their community. This aSpect of his commitment to society requires
of him; a) sound knowledge, loyalty and respect for the basic cultur-
al values of society, coped with a sincere effort to enrich it, b) the
ability to combine science and art or method and skill to produce a free
and challenging environment where children face, discuss and attempt
solutions to contemporary problems, c) to develop in his students such
values, attitudes and skills considered indispensable for effective
participation and contribution to a free democratic society in con-
stant change. Besides the mediator of culture, the teacher is also
the legitimized institutional link between school and community. An
effective relationship between the two basic insitutions of society is
as important as the subject and reSponsibility they have in common, i.e.,
the child and his education. In this capacity the teacher; a) studies

the community and participates in its life processes, b) uses

38
community resources in the teaching-learning activities within the class-
room, c) helps to interpret the community to his students and initiates
them in civic activities and responsibilities, and d) interprets the
school to the community in order to draw full social support for his
task.

The third set of teacher roles according to the XCTEPS's statement
is organized around his "program—building” responsibilities, which fall
under two main categories; i.e., the teacher as a staff member and the
teacher as a member ofna profession. As a faculty member the teacher;
a) contributes to the definition of school aims and objectives, b) articu-
lates his own classroom program and‘activities with those of the school
in general, and c) shares the responsibilities of program design and
its constant evaluation for the school. As a member of the profession,
the teacher is committed to; a) appreciating and enhancing the social
significance of his role, b) understanding and upgrading the code of
ethics of his profession, c) taking active participation in the formula-
tion of organizational policy within his profession and d) realizing
that his professional growth is his own compelling responsibility. In
conclusion, the XCTEPS'S definition emphasizes ”what the teacher must be
able to do,” rather than the way he is to perform it; clarifies com-

. . . /
petenCies rather than characteristics of the teacher's role.*

Refinement and Administration of the Instrument

Taking as a basis the aforementioned resources, a ISO-item, three-

4 Ibid., p. 32.

 

ll.

39
point scale questionnaire was developed. The resulting instrument was
divided into two main parts; a) 82 items dealing with professional be-
haviors characteristic of all teachers at all levels, and b) 68 items
covering the professional behaviors of teachers in the different
specialized fields such as languages, science, and mathematics. For
the purpose of the present study the first 82 items of the questionnaire, iii
or that applicable to all teachers, was used excepting the last open-
ended question and three others not of general applicability. ”T“

A rough draft of the professional inventory was circulated among
educational leaders in the field for their consideration and suggestions.
After some changes in wording to adjust the instrument to the informa-
tional level of the respondents,5 and arrangement of items under appro-
priate behavior groups,6 the questionnaire was considered sufficiently
adequate to elicit and measure the desired information.

The 78 items composing the instrument were arranged under eight
different groups of'prpfessional behaviors considered to be not only
basic, but also posing the most common source of difficulties at all .
levels of teaching, particularly among beginning teachers. Most of the
problems encountered by the beginning teacher are likely to fall within

the scope of the following categories of professional competencies: (I)

Discipline and classroom control; (II) Planning the unit and daily plans;

5 Deobold B. VanDalen, Understanding Educational Research--An
Introduction, NcGraw-Hill Co, Inc., New York, 1962, p. 249-274.

 

 

bPauline Young, Scientific Social Surveys and Research, Prentice
Hall, Inc., Englewood Cliffs, New Jersey, 1956, p. 176-204.

 

40

(III) Evaluation of teaching-learning effectiveness; (IV) Knowledge,
selection and utilization of techniques and methodology of teaching;
(V) Knowledge and instrumentation of community resources in the class-
room process; (VI) A more adequate distribution of time;7 (VII) Personal
adjustment to the exigencies of the profession and (VIII) Caring for the
health of the students.8

During the second semester of the 1962-63 academic year the
measure instrument was administered to a group of 452 beginning teachers
throughout the island of Puerto Rico. A random sample of 72 out of this
group of beginning teachers was selected for the present study. The
two groups of student reSpondents were asked to answer each item as
they viewed the problem potential each act involved for the beginning
teacher. The beginning teachers were asked to react to each item as
indicative of problems experienced while trying to functionalize the
professional activities listed in the questionnaire. The project pur-
ported to relate the nature of the perceptions as indicated by the

senior students with the difficulties reported by the new teachers.
Statistical Hypothesis

Responses to each of the 78 items were tested using the following

statistical hypothesis:

 

7Formica, op. cit., p. 22.

8H.L. Wellbank, "The Teacher and His Problems,” Educational Ad-
ministration and Supervision, Vol. 38, December, 1952, p. 491.

k

41

Null: There is no difference in the perceptions
of problems for each level of responses among
senior education students without practice teach-
ing experience, senior education students with
practice teaching experience and first year teach-
ers in the field. ,

Directional: There is a difference among the
above three groups of teachers, with those hav-
ing the most experience evidencing the most role
internalization.

Analysis of Data

The responses in the questionnaire were coded and translated onto
IBM cards. The statistical model employed to test the hypotheses was

chi—square. All items were tested using the form illustrated in figure

3.1:
Figure 3.1
Groups
First Year Seniors Seniors With-
Experience With Practice out Practice
Response Level Teachers Teaching; Teaching

 

Acutely Felt

 

Moderately
Felt
Xot felt at all

 

 

The actual analysis was conducted at Michigan State University on
the Control Data Corporation's 3600 electronic computer using the ACT II
program for each cell. This program yields tabulations of all frequen-
cies, chi-square values, and percentages for both vertical as well as

the total chi-square values.

42

Summary

For the purpose of the present study three sub-samples of 72
individuals were selected; a) teachers with one year experience, b)
senior education students who had had practice teaching, and c) senior
education students with no practice teaching. Each participant was
given a 78-item questionnaire designed to measure perceptions of pro-

blems associated with the teaching role. The directional hypothesis,

 

that the experienced teachers would evidence more role internalization,

was tested by use of the chi-square model for each of the 78 items.

CHAPTER IV
ANALYSIS OF THE DATA

To test the difference between the responses of the three groups
in the sample to the 78 items of the questionnaire, a three by three chi- 1

square analysis1 was used. The 78 items were organized by sub-groups of

 

professional behaviors as described in Chapter three, to coincide with
the main divisions of the questionnaire. In Tables 4.1 through 4.8, the
results are presented of the chi-square analysis and the cell frequency
and percentage for each group and response. The individual cell chi-
square values for each item in the questionnaire per group are included

in Appendix B.

Global Hypothesis Test

On the basis of the outcomes herein reported, and with the only
exceptions of variables 12, Table 4.2, and 37, Table 4.4, the null hy-
pothesis was rejected at the .01 level of significance or higher; that
is:

There is a difference in the perception of problems

besetting the beginning teacher as he faces his teach-
ing role among; a) senior students of education who

 

1Sidney Siegel, Nonparametric Statistics for the Behavioral Sciences,
McCraw-Hill Book Company, Inc., New York, 1956, p. 110.

44

have not taken their laboratory experience, b) senior
students of education who have taken their laboratory
experience, and c) in-service teachers with one year
of experience.

The directional hypothesis, however was reversed according to the
findings in the analysis. Rather than the direction of degrees of intern-
alization and concern being from teachers with experience to seniors
without practice teaching as originally hypothesized, the contrary was

indicated by the analysis. Seniors without either laboratory or field

experience, Group III, invariably capitalized more strongly than the

 

other two groups on the significance of and possible difficulty in
functionalizing the basic professional behaviors presented to them in

the instrument.

Completeness of Response

Another important observation herein demonstrated between experienced
beginners and inexperienced senior students of education lies in the
difference in degrees of completeness and thoroughness in their responses
to the instrument. While Group III, seniors without practice teaching,
rCSponded to every question, beginning teachers, Group I, failed to ex-
press a feeling in over 5 percent of the instrument. More specifically,
the beginning teacher's reSponses were particularly difficult to inter-
pret because of omissions. Vital items such as 7, 15, and 23, on differ-
ent aspects of planning, Table 4.2; item 26 on evaluation, Table 4.3;
and most of the items on aspects of teaching methods, Table 4.4, were
lieavily avoided. Of the total possible cumulative number of reSponses,

16,848, for the three groups on the 78-item questionnaire, there were

45
£251 no responses out of which 249 were scored by the beginning teachers.
Ehassible explanations for the above findings will be discussed in Chapter

ITive.
Teacher-Pupil Relationships as a Source of Difficulty

It is axiomatic that keeping the avenues of communication and
tariderstanding freely open between student and teacher is an indispensable
aESSCt in the "laboratory of self discovery" and probably among the best

\JELyS to detect, prevent, and treat behavior problems. In Table 4.1 the

 

reasults of the analysis of the data on teacher-pupil relationships is
EDITOSented.
Table 4.1

Chi-square Values Testing the Perceptual Differences Between
First year Teachers, Seniors with Practice Teaching
And Seniors without Practice Teaching Relative To
Teacher-Pupil Relationships as a Source of
Problems for Beginning Teachers

 

 

 

 

1&9gtwm: AF - Acutely Felt
NF - Moderately Felt
NF - Not Felt Group AF NF NF NR
NR - No Response # F % F K F 1 Chi-square
ELEJLiablcz
1 - Individualizing instruc- 1 14 20 37 51 21 29
tion II 32 44 23 32 17 24 **
III 34 47 34 47 4 6 _23.85

~ . Improving school-commun- I l2 17 32 44 28 39
ity relations II 17 24 24 33 31 43 "”
III 34 47 29 4O 9 13 26.38

3 ~ Stimulating student in the 1 18 25 33 46 21 29
teaching4learning process II 25 35 21 29 26 36 **
III 41 57 25 35 6 8 25.03

‘Ttr-~—____.
~.Ol or greater

v
t\ (‘-

46

Table 4.1 (Cont.)

 

 

Group AF MF NF RR

‘Variable: F V F X F X Chi-square

4-. Identifying and solving I 9 13 36 50 25 35 2

student's individual II 27 38 24 33 21 29
Problems 111 36 50 32 44 4 6 33.10
5.. Improving inter-pupil I 5 7 20 28 43 60 4
relationships II 19 26 27 38 26 36 *3
III 35 49 26 3 11 15 43.33
6.. Dealing with problems I 21 29 23 32 27 38 l
of student's control II 17 24 17 23 38 52
III 37 51 22 31 l3 18 22.05

 

 

'? - .01 level or greater
Although first year teachers reported a high frequency of little or

UCD problems, second and third categories, in relation to teacher-pupil

realationships, Table 4.1, they scored higher on the first category,

sacritely felt problems, than on the other sections of the questionnaire.

Tflie question is to be raised, however, in relation to their reSponses

I

gzixnen to "identifying and solving student's individual problems,’ item

4

, eand”improving inter-pupil relationship," item 5, on the one hand, and
thezir' reactions to item 6, "control problems”. The close relatedness of
the! tfliree questions viewed against the great difference reported felt

by 13iI13t year teachers may indicate invalidity of their reSponse to the

Hiree items. Research done elsewhere on the most common problems faced

by tle3 beginning teacher in the classroom reports control and behavior

4]
problems among the first three main sources of concern.*

The importance given to these problems by seniors without teaching
(experience is evident by their consistently high scoring on all items in
tine first category, particularly on motivation of the learner, item 3,
811d problems of control, item 6. Seniors with practice teaching tended
CC) distribute their reSponses evenly throughout the three categories,

sczoring relatively high on individualization of instruction, item 1, and

qiiite low on problems of student control, item 6.

 

Planning as a Source of Difficulty

Every action carries with it, among other things, an assessment
()f' available instruments, materials, circumstances and alternatives,
xvfuich together with the motive idea necessary to functionalize such
feuztors, makes the end goal possible. As a blueprint for action, plan-
Iiirig has essentially the same meaning and primary importance in every
as;)ect of modern man's life. As an indispensable necessity in the
teaucher's role planning, together with evaluation and method, constitutes
prcflaably the hard core of teaching.

The different perceptions of planning as a source of problems for

the? benginning teacher by the three sub-samples of the present study are

PreSCnnted in Table 4.2.

IqRDIrnica's survey of the field places problems of control and disci-
IDlilie in the first place, followed by becoming adapted to student's.
needs and interests, problems of motivation, handling teaching tech-
YHJQLIQS and others relating mainly to situations related to, but out-
Sidfi the classroom. op. cit., p. 39.

48

Table 4.2

Chi-square Values Testing the Perceptual Differences Between
Groups I, II, and III Relative to Planning As A
Source of Problems for Beginning Teachers

 

 

Imegend: AF - Acutely Felt

NF - Moderately Felt

NF - Not Felt Group AF NF NF KR

ER - No ROSponse # F 1 F X F X Chi-square
\Hariable:

7 . Planning the teaching I 10 I4 14' 20 20 28 28

unit II 17 24 19 26 36 50

III 30 42 30 42 12 16' 30.41
8.. Using the master unit I 9 12 25 35 38 53
II 20 28 30 42 22 30

III 50 70 16 22 6 8 61.73

9. Using the text-book I 2 3 22 30 46 64 2 "
II 17 24 28 39 27 37 "x
III 36 50 29 40 7 10 61.28
If). Adequate use of I 5 6 31 43 35 49 1
reference materials II 18 25 28 39 26 36 *"
III 28 39 35 49 9 12 31.39
11. Selecting and using I 7 10 33 46 31 43 1
teaching aids II 24 33 22 31 26 36 **
II 37 52 24 33 ll 15 32.15
13. Using audio-visual I 21 29 33 46 17 24 l
aids II 23 32 27 37 22 31
III 35 49 21 29 I6 22 8.16

IQ

13- [Itilization of commun- I 17 25 35 49 18 25

:ity resources in the II 28 39 19 26 25 35 '
crlassroom process III 56 78 9 l2 7 10 50.27
14- Sliaring planning tasks I 18 25 23 32 30 42 l
“fith the students II 34 47 17 24 21 2 **
III 50 69 18 25 4 6 35.16
15- Preparing the daily 1 3 4 6 8 24 33 39
F31iin II 33 46 25 35 l4 19 K”

III 55 76 15 21 2 3 74.91

N
l - '()5 level or greater
'01- level or greater

4.9

Table 4.2 (Cont.)

 

 

 

Group AF NF NF NR
\Qariable: #5 F 7 F I F X Chi-square
165. Formulating class I 13 18 19 26 39 54 l
objectives II 22 30 25 35 25 35 an
III 38 53 29 40 5 7 40.66

17'. Selecting motivation- I 10 14 34 47 27 38 1
a1 activities . II 19 26 21 29 32 45 ""
III 32 44 31 43 9 13 28.19

183. Selection and use of I 14 19 4O 56 18 25
teaching techniques II 22 31 24 33 26 36
III 45 62 22 31 5 7 ‘ ' 39.73
1E9. Selection and use of I 9 12 33 46 3O 42
educational resources II 14 20 26 36 32 44 ““
III 37 51 3O 42 5 7 43.40
2C). Formulating and using I 4 6 28 39 4O 55
the assignment II 18 25 28 39 26 36
III 29 4O 28 39 15 21 30.10
21 . Measuring daily 1 8 ‘11 30 42 34 47 7
learning II 23 32 29 40 20 28 **
III 51 71 18 25 3 4 63.68
223- Integrating daily plan I 6 8 29 40 37 52
with teaching unit II 27 38 -1 29 34 33 . “"
III 40 56 29 40 3 4 53.41
23- Class development 1 3 z. 14 19 25 35 30
II 22 31 32 44 18 2 ““
III 36 50 29 40 7 10 44.30
2£‘- Caring for needs and I 8 11 33 46 30 32 l
interests of the II 22 31 21 29 29 40 *"
students III 44 61 25 35 3 4 52.23
215 - School time allot- I 6 9 29 4O 36 50 l
ment II l3 18 25 35 34 47
III 39 54 25 35 8 11 50.46

 

‘ .01 level or greater

The most revealing result reported in Table 4.2, is the fact that;

61) 238 (40 percent) out of the 72 beginning teachers in the sub-sample

50

ciid not reSpond to item 7, "planning the teaching unit,” b) 39 (54 per-
czent) out of the same sub-sample did not answer item 15, ”preparing the
deiily plan," and c) 30 of the same group also failed to reSpond to item
2:3 on ”class development." Another significant finding is the extreme
cxantrast between first year teachers and both groups of students, par-
t:icularly the seniors without practice teaching, in their reSponses to
:itcmm 8, using the master unit; 9, using the textbook; 10, use of ref-
errence materials; 19-25, relative to such behaviors as selection'and use
(3f educational resources, formulating and using the assignment, measure-
nuent of learning, integration in planning, caring for student needs and
iJiterests, and school time allotment. Seniors with practice teaching
Sczored fairly high in indicating problems withitem 15, daily planning,

bLJt low in problems of planning the teaching unit, item 7.

fivzaluation of the Teaching-Learning Experience as a Source of Difficulty
Evaluation of the teaching learning activity, like motivation, is
61 l)asic, continuous process of the classroom experience. It allows the
tieéacher to; a) evaluate his professional efficiency as evidenced in the
C“JL rall growth of the learner, b) indicates where the student's current
deVelopment is, thus permitting the teacher to adapt his teaching accord-
ir‘gJAg and c) provides objective bases for the distribution of rewards.
Inié? result of the analysis of the evaluation aspect as a source of diffi-

Culty'to the beginning teacher in the present study is presented in

Table4.3.

51
Table 4.3
Chi-square Values Testing the Perceptual Differences Between
Groups I, II, and III Relative to Evaluation of the

Teaching-Learning Experience as a Source of
Problems for Beginning Teachers

 

Lmagend: AF

Acutely Felt

 

MF - Moderately Felt
NF - Not Felt Group AF NF NF NR
NR - So ReSponse # F X F X F X Chi-square
\Jariable:
226. Using the various I 2 3 16 22 16 22 38
evaluating techniques 11 17 24 24 33 31 43 **
III 28 9 37 51 7 10 44.83
:27. Preparation of tests I 15 21 25 35 31 43 1
II 22 31 27 37 23 32
III 28 39 36 50 8 11 19.45
253. Daily observation I 4 6 29 4O 37 51 2
II 1 19 36 50 22 31 ’
III 32 45 34 47 6 8 47.12
259. Interviewing, indivi- I 8 11 33 46 29 4O 2
dual and groupal II 14 2O 26 36 32 44 **
III 23 32 37 51 12 17 19.10
3(). Keeping students I 12 17 30 42 29 4O 1
vital records II 13 18 30 42 29 40 **
III 2 35 38 53 9 12 19.54
31.. Using standardized 1 16 22 25 35 27 28 4 '
tests 11 18 25 27 38 27 37 *
III 29 40 36 50 7 10 20.13
312. Using the results of 1 15 21 26 36 28 39 3
the general abilities II 27 37 20 28 25 35
tests III '6 50 29 40 7 10 23.12

323. Making adequate use of 1 12 17 24 33 35 49 1

diagnostic tests II 26 36 20 28 26 36 W”
III 47 65 19 26 6 9 42.31
34+. Using results of 1 8 11 33 46 28 39 3
achievement tests II 17 23 30 42 25 35
III 47 65 21 29 4 6 55.54

._~‘_‘______
- .01 level or greater

-‘l-

5’)

Table 4.3 (Cont.)

 

 

 

 

Group AP 111‘ NF NR

\7ariable: # F K F X F K Chi-square
:35. Test evaluation I 10 14 29 40 33 46

techniques II 17 24 29 4O 25 36 l **

III 29 4O 33 46 10 14 22.28

365. Analysis, interpreta- I 12 17 3O 42 30 41

tion and use given to II 17 24 23 32 32 44 *“

test results ~III 22 30 38 53 12 17 16.49
7:33 ' -UI7TGV€I or greater

The two most revealing results reported in Table 4.3 are: (1)
(3\7em 50 percent of the beginning teachers did not reSpond to item 26,
"Lising the various evaluating techniques." (2) These same teachers,
11c>mwver, reported having relatively no problems "measuring daily learn-

"using results of

itlgg" item 21, Table 4.2; interviewing, item 29, and
aiclaievement tests,” item 34, both in Table 4.3, in addition to the rest
C>f rather low responses on the ”acutely felt” category. Obviously some
"I’lus getting” response set is operating in the reSpondents. Still
arnother noticeable result of the findings is the number of ommissions
SCHDred by the first year teachers. Except for items 33 and 34, seniors
‘Vitfliout teaching experience moved somewhat more to the middle position

1r1 comparison to their previous scoring, while practice teachers contin-

Lle<j to score higher in the ”moderately felt” and "not felt" categories.
.Teaching Methods as a Source of Difficulty

A series of methods currently used by teachers to teach was presented

t‘3 the sample to react to as possible sources of difficulty. In Table 4.4

I

53

the results of the analysis of the data on methodology as a source of
ciifficulty are summarized.
Table 4.4
Chi-square Values Testing the Perceptual Differences Between

Groups I, II, and III in Relation to Teaching Methods
As A Source of Problems to Beginning Teachers

 

 

Isegend: AF - Acutely Felt

 

MF - Moderately Felt
NF - Not Felt Group AF MF NF NR .
NR - No ReSponse # F Z F Z F % Chi-square
Variable: ‘
I37. Problem-solving method I 8 ll 28 39 34 47 2
II 14 19 28 39 30 42 “N
III 19 26 36 50 17 24 11.67
:38. Laboratory method I 13 18 25 35 28 39 ' 6
II 17 24 22 3O 33 46 WW
III 31 43 30 42 11 15 21.14
359. Project method I 9 13 26 36 33 46 4
II 25 35 19 26 28 39 **
III 46 64 23 32 3 4 51.42
41). Socialized discussion I 4 6 36 50 28 39 4
II 24 33 26 36 22 31 **
III 38 53 27 37 7 10 40.92
4+1.. Directed study 1 8 11 36 50 26 36 2
II 23 32 21 29 28 39 8*
III 29 40 34 47 9 13 26.45

442. Varied discussion tech- 1 ' 14 19 2o '28 33 46 5
niques (debate, forum, II 16 22 25 35 31 43 “*
panel, etc.) 111 29 4o 35 49 8 11 27.19

453~ Aesthetic appreciation I 7 10 29 4O 30 42 6
II 16 22 27 38 29 40 **
III 32 45 21 29 19 26 21.69

44+. working in committees 1 13 18 29 4o 27 38 3
11 15 21 17 23 4o 56 xx
111 37 51 23 32 12 17 34.41

“' “ .01 level or greater

5

4

Table 4.4 (Cont.)

 

 

 

Group AF NF NR
\Rariable: * F F Z F Z Chi-square

4+5. Demonstration I 6 8 27 38 35 48 4
II 15 21 26 36 31 43 **
III 31 43 37 51 4 6 45.35

46. Drill technique I 6 8 20 28 4O 56 6
II 21 29 17 24 34 47 *4
III 32 45 29 40 11 15 37.41

4+7 Designing and conduct- I 3 4 17 24 50 70 2
ing the review II 20 28 19 26 33 46 WW
III 35 48 25 35 l2 17 51.10

4+8. Lecturing and I 4 6 27 38 37 51 4
exposition II 22 31 23 32 27 37 **
III 39 54 24 33 9 13 45.19

4+9. Effective assignments I 4 6 20 28 45 63 3
II 16 22 25 35 31 43 **
III 36 50 28 39 8 11 54.27

5C). Questions and answers I 5 7 21 29 44 61 2
II 28 39 17 37 27 34 **
III 42 58 27 38 3 4 69.59

521. Within-class grouping I 13 18 29 40 27 38 3
II 31 43 23 32 18 25 **
III 50 69 21 29 l 2 46.02

-53 Using realia I 16 22 30 42 22 31 4
II 30 42 27 37 15 21 **
III 46 64 24 33 2 3 31.22

‘

~'--

- .01 level or greater

Nearly one out of four of the included techniques was either un-

knOwn or ignored by the first year teachers judging by their omissions.

1:‘urthermore, although their consistently low scoring under the ”acutely

f€3lt” category could be partly justified by the fact that those tech-

niques of instruction are fairly commonly known and used, the degree of

55
expertness highlighted by such results are questionable. Practice
teachers apparently consider working in committees, item 44, drill tech-
nique, item 46, and the review methods, item 47, fairly simple techniques
of instruction. Seniors without practice teaching emphasized eSpecially
the importance of grouping within the classroom, item 51, using realia
and direct experience, item 52, project method, item 39, and questions

and answers, item 50.
School-Community Relations as a Source of Difficulty

The first five items of Table 4.5 are concerned with assessing,
understanding and using community resources in the classroom process.
As society grows increasingly complex and education for the masses be-
comes a compelling necessity, school and community need closer ties.
The school as an extension of the community becomes far more than just
the philosophical tenet of the experimentalist.

Table 4.5
Chi-square Values Testing the Perceptual Differences Between
Groups I, II, and III Relative to Knowledge and
Utilization of Community Resources in the

Classroom Process as a Source of
Problems fortfw Beginning Teacher

 

Legend: AF

Acutely felt

NF - Moderately felt
NF - Not felt Group AF MF NF NR
NR - No re3ponse # F % F Z F % Chi-square

.Kiriable:

53. Means used to know the 1 15 21 27 37 28 39 2
community II 37 47 26 36 12 17 “x
111 49 68 22 31 1 1 45.30

-(31 level or greater

56

Table 4.5 (Cont.)

 

 

Group AF HF NF NR

Variable: 9 1 X F 7 F K Chi-square

54. Using the community to I 17 24 29 40 .
enrich the experiences II 34 47 25 35 13 18
of the student and func- III 29 40 40 56 '
tionalize his knowledge

55. Using community resources I l4 19 35 49 22 31 1
to enrich the school pro- 11 25 35 17 23 30 42
gram III 48 67 19 26 5 46.15
56. Bringing school and com- I 10 14 44 61 18 25
munity closer together II 27 38 16 22 29 40 **
III 48 69 20 28 3 4 64.31
57. Identifying and contrib- I 14 19 35 49 22 31 l
uting to the solution of II 28 39 26 36 18 25 **
community problems 111 54 75 14 19 4 6 46.82
58. Attitude of local super- 1 8 ll 14 19 50 7O
vision toward the begin- II 35 49 20 28 17 23 ”N
ning teacher III 51 71 19 26 2 3 83.75
59. Attitude of the faculty I 6 8 10 14 56 78
toward the beginning 11 3O 42 24 33 18 25 **
teacher III 53 74 16 22 3 4 101.31

 

- .01 level or greater

Although still low for the beginning teachers, analysis of the
dcata on the importance of school community relations, in Table 4.5,
Iligflilights the relatively strong preoccupation for sound community ser-
ViCHB that permeates the College of Education of the University of Puerto
RiCO and its students. Seniors with and seniors without practice teach-
inéé Scored invariably high on the five questions relating to knowledge

and lJSe of community resources in the educative process in Puerto Rico.

’Ntis trend is partially demonstrated by scores on items 53, on knowing

.-

57

community problems, 55, on using such insights in the classroom process,
and 57, on helping or contributing to the solution or amelioration of
such problems.

Items 58, on attitude of the local supervision and 59, attitude
of faculty toward the beginning teacher, obviously belong to a different
professional aspect--0pportunities for Professional Growth--which was
deleted for the purpose of the present study. Evidently the beginning
teacher is in fact well received in his initial position; however, at

the pre-service stage he feels apprehensive about his acceptance.
Time Distribution as a Source of Difficulty

Among the first sources of difficulties reported by beginning
teachers, particularly those who had not had laboratory experience during
their pre-service preparation was effective distribution of time.2 The
problem of time apportionment in fact is one of the most serious ones in
Puerto Rico, particularly in some communities where a teeming school
population, coping with limited facilities, has imposed a half day of
classroom experience. Results of the analysis of the data on school
time distribution as a source of problems for beginning teachers are

presented in Table 4.6.

 

2Formica, op. cit., p. 105.

58
Table 4.6
Chi-square Values Testing the Perceptual Differences Between
Groups I, II, and III Relative to Apportionment of

School Time as a Source of Problems for the
Beginning Teacher

 

 

Legend: AF - Acutely Felt
MP - Moderately Felt
NF - Not Felt
NR - No Response Group AF NF NF NR
Variable: # F X F I F X Chi-square

 

60. Using school time in I 10 14 22 31 39 54 1
a way that yields 11 31 43 18 25 23 32 **
better academic III 54 75 15 21 3 4 61.97
achievement

61. Activities and tech- I 17 24 33 46 21 29 l
niques to achieve more II 31 43 28 39 13 18 MW
in less time 111 43 60 28 39 l l 29.11

62. Adequate use of recess I 5 7 16 22 48 67 3
time II 20 28 20 28 32 44 ~4
III 4 47 27 38 ll 15 47.05

63. Using various means to I 17 24 32 45 20 28 2
enrich student's exper- II 27 38 28 39 17 23 ‘4
iences in Spite of time III 48 67 21 29 3 4 30.92

limitations

64. How to make better use I 15 21 24 33 30 42 2
of the home-room period II 25 35 23 32 24 33 J*
.29

III 41 57 23 32 8 11 25
65. What to do in order to I 13 18 31 43 28 39 3
cover in the best way II 28 39 29 40 15 21 In
possible, the school III 41 57 26 36 5 7 31.43
program
66. Selection of activities I 13 18 27 38 32 44
and materials to achieveII 28 39 26 36 18 25
objectives and enrich III 57 79 ll 15 4 6 59.94

programs

4

'” - .01 level or greater

59

Practice teachers showed a fairly high concern over; a) "activities

' item 61, and "using

and techniques to achieve more in less time,‘
various means to enrich student's experienCes in spite of time limite-
tions,” item 63. On these same items as well as on all others, seniors
without teaching experience scored high in the "acutely felt” category.
Such high scores in the "not felt” category in items 60, "using school
time in a way that yields better academic achievement," and item 62,
”adequate use of recess time," may well mean an oversimplified conception

of these activities by the new teacher. One year experienced teachers

tended to See little in the way of acutely felt problems in this area.
Problems of Personality Adjustment

Table 4.7 is composed of four items intended to elicit the feel-
ings of the three sub-samples about personality adjustment and human

relations as sources of difficulty for the beginning teacher.

Table 4.7

Chi- square Values Testing the Perceptual Differences
Between Groups I, II, and III Relative to Personal
Adjustment as a Source of Problems for the
Beginning Teacher

 

 

Legend: AF - Acutely Felt V ,
MF - Moderately Felt
NF - Not Felt

 

NR - No Response Group AF MF KR NR
Variable: # F K F I F K Chi-square
67. Facing personal I 4 6 10 14 57 80
problems foreign to the II 25 35 19 26 28 39 **
teaching situation III 26 36 29 40 17 24 52.41

 

- .01 level or greatery

60
Table 4.7 (Cont.)

 

 

 

Group AF NF NF NR

Variable: * F X F 7 F Z Chi-square
68. How to derive greater 1 7 10 21 29 43 6O 1

satisfaction from 11 23 32 16 22 23 46 **

teaching Ill 44 61 19 26 9 13 50.16
69. Dealing with personal I 9 12 15 21 48 67

frustrations ll 14 20 32 44 26 36 **

III 36 50 29 4O 7 10 58.67

70. Human relations aSpect l 7 10 12 17 57 72 1
in and out of the class-ll 23 32 18 25 31 43 **
room Ill 48 67 15 21 9 12 64.21

 

‘ - .01 level or greater

All beginning teachers, except the two omissions, scored low in
the "acutely felt” category and high in the other "not felt" extreme
category. This outcome appears to be in agreement with the insight
gained from items 58 and 59, attitude of local supervision and faculty
toward the beginning teacher, Table 4.5. The practice teacher and the
senior without teaching experience, on the other hand, felt quite con-
cerned over the human relations aspect imposed on them by their pro- .

fessional role, item 70, and wondered "how to derive greater job satis-

faction from teaching,” item 68.
Students Health as a Source of Difficulty

Taking care of the health aspect of the Puerto Rican school is
one of the most serious problems affecting the island teacher in his
classroom irrespective of experience. The fact that the rank and file

of the teachers ignore most of the health problems of their students,

61

particularly in the isolated country schools, does not detract from the
seriousness of the problem. The results of the analysis of the data
in the present study related to student health problems facing the be-
ginning teacher are presented in Table 4.8.
Table 4.8
Chi-square Values Testing the Perceptual Differences Between

Groups I, II, and III Relative to Students Health
As a Source of Problems for the Beginning Teacher

 

 

Legend: AF

Acutely Felt

 

NF - Moderately Felt
NF - Not Felt
KR - No Response Group AF NF NF NR
Variable: * F X F Z F Z Chi-square
71. Means of improving en- I 16 22 20 28 35 49 1
vironmental health con- 11 25 35 27 37 20 28 9*
ditions . III 49 68 19 26 4 6 45.58
72. How to make effective I 14 20 36 50 21 29 l '
health observations 11 24 33 27 38 21 29 ex
III 43 60 28 39 l l 36.29
73. Taking care of health I 15 21 24 33 33 46
problems II 26 36 26 36 20 28 NW
III 44 61 24 33 4 6 37.45
74. Administering health I l2 17 19 26 40 56 1
tests II 23 32 20 28 29 4O 3*
III 43 60 20 28 9 12 38.04
75. Using the results of I 14 19 28 39 29 40 l _
selective health tests 11 25 35 20 28 27 37 **
III 41 57 24 33 7 10 29.26

76. Using the health I 10 14 25 35 36 50 1
services of the commun- II 21 29 22 31 29 40 3*
25 3S 3 4 51,02

ity Ill 44 61

77. How to transfer know- I 12 17 26 36 34 47
ledge about health into II 21 29 29 40 22 31 h“
good health habits III 48 67 20 28 4 5 50.48

 

“E - .01 or greater

62

Table 4.8 (Cont.)

 

 

 

Group AF NF NF ‘7;
Variable: # F X F X F K Chi—square
78. Selecting teaching aids I 9 12 35 49 28 39
in health education 11 22 3 27 3" 22 31 l 7:
III 46 6’ 23 3- 3 4 49.38

 

** - .01 or greater

Beginning teachers reported a few "acutely felt" problems in rela—
tion to ”improving environmental health conditions," item 71, and ”taking
care of health problems," item 73, while seniors without teaching exper-
ience scored invariably high in all of the eight items covering the sub-
ject. Finally, the last item, 78, "selecting teacher aids in health
education” indicates another extreme difference between Group I, one

year teachers, and Group III, seniors without teaching experience, with

Group II, practice teachers occupying the middle position.
Summary

The null hypothesis of the present study stating that there is no
significant difference between practice teachers, senior students of
education without teaching experience and one year teachers in their
perceptions of basic professional behaviors of teachers as potential
sources of difficulty, was rejected at the .01 level of significance or

.
better for 76 out of the 78 items in the questionnaire. The directional
hypothesis stating that the more experienced sub-sample would score

higher in degree of internalization and concern relative to the difficul-

ties involved in the functionalization of such behaviors, was also

63

rejected in that the response tended to be in the opposite direction.
In other words, seniors and practice teachers predicted that beginners
would experience far more problems than they actually reported, judging
primarily from their first ”acutely felt” category responses to the
instrument. Failure to complete the questionnaire was encountered in
the responsiveness of Group I, first year experienced teachers, which
was the only sub-sample selected at random from a larger (452) group.

Cutting across tables, the following were the more salient findings
of the present analysis: a) except for one item, practice teachers
scored lower than seniors without teaching experience, but higher than
one year teachers in the first, ”acutely felt" category; b) a low inci-
dence of problems encountered by first year neophytes, judging by their
low scoring in the ”acutely felt” category, and c) a tendency of the
latter group to skip basic questions relative to vital aspects in their

profession.

CHAPTER V

SUMMARY AND CONCLUSIONS

In the following chapter, the basic assumptions and purpose of the
study, the procedures followed, delimitations in scope, pertinent find-
ings, conclusions and suggestions for further research will be recapit-

ulated.
Basic Assumptions

Among others, the following were the basic assumptions undergirding
the present study: (1) Regardless of how well prepared the beginning
teacher might be, much remains for him to learn in the job, and at this
particular stage he is in constant " . . . need of advice, guidance and
help in organizing, managing and teaching his classroom."1 (2) The
beginner faces problems characteristic of his own conditions which are
likely to affect his professional effectiveness and attitude toward
teaching. (3) After a full semester of classroom experience, the con-
scientious teacher is able to identify his difficulties in teaching, par-
ticularly those problems more closely related to the classroom process.
(4) Finally, the study of such reported problems of the beginning teacher

is a preemptory need for both, an efficient supervisory program for the

1

Formica, op. cit., p. l, and A.S. Barr and M. Rudisill, "Inexper-
ienced Teachers Who Fail and Why," Nation's Schools, Vol. 5, No. 2,
1930, pp. 30-34.

 

65

public school2 as well as for the teacher preparation institution.3
Purpose of the Study

The study purported to investigate; 3) problems facing the beginning
secondary school teacher as he functionalizes his professional role, b)
the perception practice teachers and seniors majoring in education have
of the difficulties involved in their future professional role, and c)

how the three samples compare in their percpetions of these roles.
Procedure Followed

Statistical hypothesis. Accordingly it was hypothesized that there is

a significant difference among the three groups, i.e., first year teachers,
practice teachers, and seniors without teaching experience, in their
expressed priority given to each professional act as a potential source

of difficulty. It was further hypothesized that experienced beginners
would score higher in problems faced or ”acutely felt" category'than

\

the other two groups.
Sample and design of the study. 'The study involved first the conception
of the problem and the need for evaluating the teacher preparation pro-

gram of the College of Education of the University of Puerto Rico, par-

ticularly its practice teaching aspect. It was assumed that one of

 

K. Wiles, Supervision for Better Schools, New York: Prentice Hall,
Inc., 1955, p. 34.

3 . - - - n . - a

American Educational Research Assoc1ation, Report of the Committee
on Criteria of Teacher Effectiveness,” Review of Educational Research,
Vol. 22, No. l, 1952, pp. 238-63, and Fuglaar, op. cit., p. 6.

 

 

66
the best ways to accomplish that purpOSe was by inquiring into the
priority given by three groups of students at different levels of pre-
paration to a checklist of basic professional behaviors. More Specifically,
the sample was composed of 72 senior students of education without teach-
ing experience, 72 practice teachers and 72 beginning teachers of one
year experience.

The Specific limiting criteria set upon the sample were the follow-
ing: (1) The sub-sample constituting Group I, was composed of secondary
school teachers hired in August, 1962, who had also graduated that same
year from the College of Education of the University of Puerto Rico.

This Sub-sample was randomly selected from a larger group of reSpondents
to the original questionnaire designed for a more comprehensive study.
(2) The second sub-sample composing Group II, was made up of seniors

of education taking their practice teaching at the time of the present
study, April-May, 1963. (3) Group III was composed of majors in educa-
tion in their last year of studies but who still had not taken their
practice teaching course in secondary education. (Education 329)

The questionnaire. The measure instrument contained 78 variables organ-

 

ized in eight groups all of them considered basic acts in the teacher's

role at the hard core of the profession.4 ReSponses were elicited to a

II 'I

three-point scale under the headings, "acutely felt, moderately felt,"

and "not felt." The second part of the questionnaire contained a series

 

4New York State Education Department, The First Three Years of
Teaching, May 1952, p. 24, and Fay Allen, "A Report on a Questionnaire
Sent to First Year Teachers," The University of Michigan School of Educa—
tion Bulletin, Vol. 22, (February, 1951), pp. 72-74, and Starr Miller,
"Problems of Teachers that Can Point Up Needed Revision in Training Pro-
grams," Educational Administration and Supervision, Vol. 41, (Jan. 1955),
pp. 47-50.

 

67

of items designed for a larger study to measure problems by specializations,
hence were not directly applicable to the present study.

In relation to administration procedures, both techniques of direct
and mailed administration were used. Groups II, and III, who were full-
time students, were given the questionnaire in their classrooms. The
instrument was mailed to the teachers in the field. The great difference
in response returns between Group I and the other two may well be ascribed,
among other factors, to an inherent weakness in the use of the mail as

a technique.
Scope and Limitations

Irrespective of how 10gica1, reasonablecx simple a stated idea may
sound to its author, there is always the possibility and even the likeli-
hood that it be differently understood by others. Such factors as
shades of meaning, levels of awareness and understanding, "unconfessed
ignorance," and particularized interests are often prone to interfere
with language communication. It is questionable whether a measure de-
vice is always interpreted by respondents the way its author intends.

In spite of the precautions taken for the above biasing factors,
like routine discussions with future teachers in their Practice Teachers
Seminars, seeking expert advice, careful survey of literature prior to
instrument development, and a pilot run of the finished instrument, the
fact ramains that the questionnaire technique itself imposes the limit-
ing factor of interpretation. Therefore, the instrumental limitation
added to the previous delimitations of sampling, time, space and purpose

must be taken carefully into consideration before attempting generaliza-

68

tions based upon the present findings.

Pertinent Findings

The two most important findings in the present study are; first,
the revision of the second part of the research hypothesis, i.e., the
directional hypothesis, and secondly, the wide differential margin be-
tween perceptions of actual and potential problems facing the neophyte
in the classroom process as viewed by the three sub-samples. In other

words, the directional hypothesis was rejected at the .01 level or

.i.

'7

higher for mostqall items, thus meaning that in fact there is a significant
difference among the three groups in their professional role perceptions
but the pre-service subjects eXpecting a wider range of problems than
beginning teachers actually reported.
In Table 5.1 the rough average distribution of responses by sub-
samples and categories is presented.
Table 5.1

Average Responses Rounded to Whole Numbers for the Three Groups
of Teachers to Three Levels of Problem Perception

 

Legend: AF - Acutely felt
MP - Moderately felt
NF - Not felt

 

NR - No response Group AP MP NF NR Sub-
# F I F I F 7 Sample
__a Totals
Beginning Teachers I 10 '15 24 33 32 52 6 72
Practice Teachers 2 II 22 3O 24 '33 26 37 0 . 72
Senior Students III 40 55 25 35 7 10 O 72

 

 

Obviously beginning teachers reduced their sub-sample average be-

cause of thier unre5ponsiveness to a considerable number of items.

69
As implied before, Group III, seniors without teaching
experience,scored four times on the average higher than beginning teach-
ers, and almost twice as high as practice teachers, Group II, on the
”acutely felt" categories. Furthermore, the average response for the
”not felt” category was almost four times larger for the beginning teaché

ers and practice teachers as for those seniors who had no practice

teaching.

Conclusions and Recommendations

The following conclusions evolved from the present study:
I. A comparison between the three sub-samples by means of the chi-
square technique, demonstrated that there is a difference between Groups

I, II, and III in their perceptions of difficulties facing the beginning

teacher as he enters the teaching role. It further demonstrated that

the direction of the difference places the senior student in the first

position regarding concern over potential difficulties of teaching as he

visualizes his future professional role. In his position the senior

student may be reacting, among other factors, to; a) difficulties of
mergging theory and practice, b) adequacy of knowledge on such basic
fielrls as psychology of learning, methodology and group dynamics in
addi¢:ion to his subject-matter field of specialization. Such feelings
and eittitudes seem to be logical outcomes of pre-service preparation par-
ticulearly at the stage when the student already has a broad view of the
teaChiJJg profession and the problems in the field, but lacks his labora-
tOT‘f eXperience .

7 As the subject comes in contact with experience the apprehensions

.-

Of the’ [)revious stage seem to fade away rather quickly as demonstrated

 

70

by the practice teachers, Group II. When the present study was made,
practice as'well as beginning teachers in the sample had had some time
to acquaint themselves with the teaching situation. Insofar as it
strengthened their feelings of security and adequacy, the degree of
familiarity gained through actual contact with the profession may be
a positively reasonable explanation for the differentiation in perceptions.
However, there is sufficient empirical evidence to justify a suggestion
of caution every time the practice or beginning teacher responded
heavily on the third or ”not felt” category, especially in such aspects
as discipline, planning, methodology, evaluation, school-community rela-
tions and school-time distribution;5

3. In view of what research studies report in relation to pro-
fessional difficulties characterizing the first year of teaching,6
factors influencing unresponsiveness and evidencing complacency among
beginning teachers in this study should be carefully assessed. Two
alternative explanations may accordingly be suggested; a) unconscious
or ”unconfessed” ignorance, and b) conscious withholding of the solicited
information. Both alternatives may pinpoint degrees of inadequacies in
the highly centralized public school system of Puerto Rico, especially
in the supervisory aspect. The beginning teacher may not be able to
recognize his mistakes and his problems in which case it is the prime
responsibility of the supervisor to enlighten and guide the neophyte.
Even though he recognizes his limitations at times, the beginner may

feel reluctant to share his feelings because of concern about having

his contract renewed.

 

5- . .
formica, Op. Cit.

6New York State EducatiOn Department, op. cit.

70a

Finally, and for the purpose of future related studies, other
methods of inquiry should be used. Depth interviews and direct field
observation methods might provide insights with fewer distortions than
encountered with methods used in this study.

In an attempt to balance information desired against time
available to respond, many of the items were written to measure only
broad aspects of teacher problems. Future research should be directed
to more specific aSpects of the problem, i.e., instead of asking about

”attitude of supervisor” the attitude should be specified, such as

”interfering.”

 

7l

Suggestions for Future Study

Finally, some ideas intent on action should be considered because
there is always the possibility that excess teaching load, underpay,
lack of expert supervision, high centralization of the system, tenure
law of teachers, politics and nepotism in the system, among others,
are factors propitiating an attitude of indifference toward sound pro-
fessional achievement at a relatively early stage among Puerto Rico's
teachers. Considering such limiting factors or variables, studies
should be conducted jointly by the State Department of Education and
the College of Education of the UniverSity of Puerto Rico with the
purpose of assessing; a) existing facilities and opportunities for
professional improvement, b) impact of centralization of the system in
teacher's attitudes, c) community interest and cooperation in school
matters, and d) social origin of teachers and their degree of efficiency
among lower socio-economic groups.

Other related areas needing research are; a) social change and its
impact on education; providing for the complexities of education in a
society in transition, b) the drop out problem in the face of teacher
shortage; c) the public school and its competition with private indus-
try for the best personnel, and d) the social-political influences in
the island school system and its general effects.

As a result of the advent of universal education, more effectively
functionalized during the last eight years, the University of Puerto
Rico, and more Specifically its College of Education, faces the com-
pelling responsibility to serve as a more effective professional re-

source agent at all levels of Puerto Rico's life.

 

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American Educational Research Association, ”Report of the Committee on
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Anderson, Roger W., ”Relationships between the Problems of Student
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l

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David, Hugo J., ed., Handbook for Student Teachers, College of Educa-
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Dilley, Norman, "Problems of a Group of Student Teachers in Elementary
Education with Implications for the Improvement of Teacher Educa-
tion at Indiana University,” Unpublished Ed.D. Dissertation,
Indiana University, 1953.

Dixon, Robert W. and William Horse, "The Prediction of Teacher Perfor-
mance: The Empathic Potential," The Journal of Teacher Education,
V01. N11, No. 3, (September, 1961), 323-329.

Edwards, Allen L., Statistical Methods for the Behavioral Sciences,
Rinehart and Company, Inc., New York, 1957.

Ely, Margot, "A Follow-Up Study of University of Colorado Graduates
Prepared to Teach in the Elementary School,” Unpublished Ph.D.
Dissertation, University of Colorado, 1962.

Escalona, Sibylle, Understandinngostility in Children, (Better Living
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Evans, 1., "Education in Personal Relationships with Special Reference
to Science Teaching,” Researches and Studies, English University
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Fishburn, Clarence E., ”Teacher Role Perception in the Secondary Schools
of One Community," Unpublished Ed.D. Dissertation, Stanford
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Fleming, C.M., Teaching: A Psychological Analysis, John Wiley and Sons,
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Formica, F.A., "Teaching Difficulties Encountered by Beginning Elementary
Teachers,” Unpublished Ph.D. Dissertation, University of Connecticut,
1962. /

Fuglaar, Ollie B., "Identifying Teachers Needs for Programs of Profess-
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Getzels, J.W., and E.G. Cuba, "Role, Role Conflict and Effectiveness:
An Empirical Study,” American SociologicalAReview, 1954, 164-175.

 

Good, Carter V., Introduction to Educational Research, Appleton-Century
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Gordon, C. Wayne, “The Role of the Teacher in the Social Structure of
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(September, 1955), 21-29. —-

\

 

 

Gross, Carl, Stanley Wronski, and John Hanson, School and Society:
Readings in the Social and-Philosophical Foundations of Education,
D.C. Heath and Company, Boston, 1962.

 

 

Gross, Neal, W.S. Mason and A.W. McEachern, Explorations in Role Analysis:
Studies of the School Superintendency Role, New York, John Wiley
and Sons, 1958.

 

Havighurst, R.J., and Berenice L. Newgarten, Society and Education,
Allyn and Bacon, Boston, 1957, 457-79.

Highet, Gilbert, The Art of Teaching, Alfred A. Knopf, New York, 1954.

 

Hollingshead, August, Elmtown's Youth, New York, John Wiley and Sons,
1949.

 

Howard, Elizabeth, ”Needed: A Conceptual Scheme for Teacher Education,"
The School Review, Vol. 71, No. 1, (Spring, 1963), 12-26.

 

Jackson, P. and Fela Moscovici, ”The Teacher-to-be: A Study of Embry-
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Johnson, Edgar G., Mildred Peters and William Evariff, The Role of the
Teacher in Guidance, Prentice Hall, Inc., Englewood Cliffs, N.J.,
1959.

 

Jones, James E., "An Analysis and Summary of the Significant Research
Findings Concerning Some Problems and Issues of School Community
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Kerlinger, F.N., ”Educational Attitudes and Perceptions of Teachers:
Suggestions for Teacher Effectiveness Research,” School Review,
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Kinney, L.B., Measure of a Good Teacher, California Teachers Association
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9

Lapidus, George, ”A Comparison of Education and Non-Education Students
With Respect to Their Choice of Vocational Objectives,” Unpublished
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Malinowski, Bronislaw, Scientific Theory of Culture and Other Essays,
University of North Carolina Press, Chapel Hill, 1944.

 

McGowan, John F. and Lyle D. Schmidt, Counseling: Readings in Theory
and Practice, Holt, Rinehart and Winston, Inc., New York, 1962.

 

 

McIver, Robert M., ”The Social Significance of Professional Ethics,"
Annals of The American Academy of Political and Social Science,
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Morse, William C. and Max Wingo, Psvchology and Teaching, Scott, Fores-
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Murfin, Mark, "A Study of the Expressed Attitudes of Children From
Two Socio-Economic Levels and the Relationship to Intelligence and
Reading Achievement," Unpublished Ed.D. Dissertation, Indiana
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Mustakas, Clark E., The Teacher and the Child: Personal Interaction
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National Educational Association, ”The Post-War Struggle to Provide
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Peel, E.A., The Pupil's Thinkigg, Oldbourne Book Company, London, 1960.

 

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\J

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\J
\l

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a
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7'7.

‘?

a
>1
r-r

Appalachian State Teachers College,” Unpublished Ed.D. Dissertation,
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published Ed.D. Dissertation, Indiana University, 1956.

APPENDIX A

The Questionnaire

Instructions:

Please answer this questionnaire carefully. Read each item and
indicate with a check mark ( ) the intensity or magnitude of the problem
felt, in the space provided for your reSponse.

Check under one (1) your ”acutely felt” problems; under two (2)
your ”moderately felt" problems, and under three (3) your ”non felt”
problems.

Your response to this questionnaire should be based exclusively on
your own experiences as a teacher during this school year. Your prompt
and honest reply will be of great help to us in designing and conduct-
ing better professional experiences and opportunities for our practice
teachers and even for yourself.

Thank you for your cooperation.

Supervisors of Practice Teaching

College of Education
University of Puerto Rico

 

 

Name: ‘ Position:

Age: Sex: Subject taught:

 

 

 

School level:

 

 

 

 

 

 

elementary junior high senior high
Preparation:
Normal B.A. Elem. Education B.A. Second. Educa.

\

Specialization:

 

 

Spanish Social Studies English Mathematics

 

 

Science Business Education Physical Education

 

 

Home Economics Industrial Arts Others

Town: Zone:

 

rural urban

 

80

Group I - Problems Related to Teacher-Pupil Relationships

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 2
1. Taking care of individual differences
2. How to improve school-community relationships
3. Stimulating interest in learning among the
students
4. Identifying and trying to solve student's
personal problems.
5. Improving inter-pupil relationships
6. How to deal with student control problems
Group I__- Problems Related to Planning of Instruction
7. Preparing the teaching unit
8. Using the master unit
9. Using the textbook '
10. Using reference materials
11. Selectionfiof teaching aids
12. Using audio-visual resources
13. Using community resources
14. Sharing unit planning with the students
15. Preparing the daily plan

 

 

 

 

 

 

 

81

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 2 3 -

l6. Formulating objectives

17. Selecting motivating activities

18. Selection and use of effective techniques
of instruction

l9. Selection and useuof teaching references

20. Formulation and use of the assignment

21. Measuring daily learning

22. Integration of daily plan with the teach-
ing unit

23. Class development

24. Taking care of needs and interests of
the students

25. Time apportionment for the different
parts of the class period

Group II - Problems Related to the Evaluation of the Teaching-Learning

Experience

26. Utilization of the diverse techniques of
evaluation

27. Preparation of tests

28. Observation

29. Individual and groupal interviews

30. Anecdoted and cummulative record of
Students

 

 

 

 

 

Ix)

 

 

 

 

 

 

 

 

 

 

 

 

31. Use of standard tests for the different
subjects
32 Use given to results of achievement
tests
33. Using results of diagnostic tests
34 Use given to results of achievement
tests
35. Means used for evaluating results of
tests
36. Analysis, interpretation and use given
to rest results in general
Group IV_- Problems Relative to Knowledge, Selection and Use of the
Different Methods of Teaching.
37. Problem-solving method
38. Laboratory method
39. Project method
40. Socialized discussion
41. Directed study

 

 

 

 

 

 

 

 

 

83

 

 

 

 

 

 

 

 

 

 

 

42. Discussion techniques (panel, forum, de-
bate, etc.)

43. Appreciation

44. Committee work

45. Demonstration

46. Drill

47. Review

48. Lecture

49. Assignment

g8. Questions and answers

g1. Grouping within classes

gg, Use of realia

and direct experience

 

 

 

 

 

 

' ‘0" ¢ ". o ‘
'.-—-.

. 'q .Imp
P

V d

84

 

Group E - Problems Dealing with Knowledge
and Usage of Community Resources

53. What means to use in order to know the
community

 

54. How to use community resources to enrich
the classroom process

 

55. How to engage the community resources to
enrich the general school program

 

56. How to bring the school and theucommun-
ity closer together

 

 

57. Identifying and helping to ameliorate
community problems

 

58. Attitude of local supervision toward
the new teacher

 

59. Attitude of the faculty toward the new
teacher

 

 

Group y;_- Problems Relative to School Time
Distribution

60. How to better distribute the school day
to attain higher academic achievement

 

61. Activities and techniques used in order
to attain more effective teaching in less
time

 

62. Making better use of free time

 

 

 

 

 

85

 

 

 

 

63. Means to use in order to best enrich the
classroom experience in spite of time
limitations

64 Making the best possible use of the
homeroom period

65. What means to use in order to cover the
school program for the grade in the
stipulated or assigned time

66. Selecting the appropriate materials and

activities to achieve the objectives and
at the same time enrich its program.

 

Group VII - Problems Related to Personal

 

 

 

Adjustment

67. Satisfactorily facing personal problems
outside the classroom

68. Deriving more personal satisfaction
from my work

69. Pacing and solving personal frustra-
tions

70. Cultivating better human relations

within as well as without the school
situation

 

Group VIII - Problems Related to Students'

 

health

 

71.

Means to use to improve environmental
health conditions

 

 

 

 

 

 

 

86

re

 

 

 

 

 

 

 

72. Making the daily health observation of
the student

73. Means used to take care of students'
health problems

74. Administration of selective health tests
to students (sight, hearing, weight,
height)

75. Using the results of selective tests

76. Using the various health services of the
community in the school situation

77. Transfering health knowledge of the
students into desirable health habits

78. Designing and using adequate teaching

media to facilitate good experience in
health education

 

 

 

 

 

 

APPENDIX B

Cell Chi-Square

 

88

Table 1

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

 

Legend: 1 - First year teachers 1 - Acutely Felt
II - Practice teachers 2 - Moderately Felt
III - Seniors without practice teaching 3 - Not Felt
Question Group Response
1. Z l

1 I 2.82 .23 7.14
II 6.02 1.02 3.50
III 1.07 2.22 .64
2 I 8.05 .02 8.24
II 3.86 .47 1.25
III .76 .66 3.06
3 I 6.04 .07 7.70
11 3.57 1.69 .63
III .32 1.08 3.93
4 I 6.00 .06 9.63
II 9.38 .93 4.17
III .38 1.45 1.13
5 I 11 95 .11 9.20
II 10.94 .77 10.00
III .02 .29 .02
6 I 5.76 .09 6.50
II .64 .26 .04
III 2.56 .65 5.54
7 I 6.37 3.86 5.02
II 4.26 2.33 .31

III .21 .19 7.84

89

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

Question Group ReSponse

i a 2
8 I 21.27 2.48 11.64
II 11.41 .08 11.64
III 1.52 1.69 .00
9 I 17 02 .27 14 50
II 14.55 .71 14.02
III .10 .11 .00
10 I 7.12 .43 8.80
11 8.47 .00 5.83
III .06 .35 .30
11 I 9.06 .21 6.00
II 10.83 1.69 3.06
III .08 .71 .49
12 I 2.85 1.33 .30
II 1.08 1.33 .10
III .42 .00 .73
13 I 14.82 6.86 5.61
II 8.25 9.33 .11
III .95 .19 4. 7
14 I 7.53 .09 11.21
II 7.53 .70 7.42
III .00 .28 .39
15 I 20.06 .01 9.63
II 24.63 5.68 8.53

III .23 6.09 .03

90

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

Question Group ReSponse
i _

16 I 7.68 .89
II 5.28 .17

III .22 .02

17 I 6.69 .19
II 5.25 .99

III .09 .05

18 I 12.00 .55
II 6.26 .48

III .93 .76

19 I 14.45 .00
II 6.05 .37

III 1.80 .45

20 I 8.47 .00
II 9.94 .00

III .06 .00

21 I 20.49 .29
II 13.67 .73

III .69 .43

22 I 10.09 .27
II 13.81 .27

III .29 .08

23 I 12.07 .64
II 14.78 .84

III .14 .96

IL»

13

11.
.05

15.

11

.09
11.
.17

13

.24
.83
.84

.86
.17
.72

.45
.63
.18

.33
.26
.04

.47

84

76

.51
.33

.61
.17
.11

91

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

Question Group ReSponse
i a

24 I 15.15 .07
II 11.26 .69

III .29 .08

25 I 20.01 .07
II 9.20 .27

III 2.07 .07

26 I 9.71 .00
II 11.92 .64

III .11 .11

27 I 1.85 .52
II 2.05 .64

III .01 .19

28 I 14.11 .03
II 9.63 .48

III .43 .27

29 I 4.27 .78
II 3.27 .03

III .07 .13

30 I 4.17 .87
II ‘ 1.31 .22

III .81 .22

31 I 3.05 .52
II 1.19 .64

III .43 .19

Ito

H
ubm

LA)

11.
10.
.Ol

.10
.22
.36

.46
.85
.46

.72
.22
.39

.76
.17
.26

33
85

.25
.89
.42

.96
.99
.99

.74
.19
.19

92

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

 

Question Group Response
1 a 2

32 I 3.85 .64 8.45
II 4.65 .04 3.20

III .04 1.00 1.25

33 I 12.30 .19 11.95
II 9.42 .43 7.18

III .19 .05 .60

34 I 22.04 1.75 11.84
II 10.67 .89 4.26

III 2.04 .14 1.89

35 I 5.72 .23 7.08
II 4.02 .06 4.71

III .15 .06 .24

36 I 1.47 1.94 6.50
II 1.47 .00 1.15

III .00 1.77 2.18

37 I 2.08 .93 3.70
II 2.35 .23 1.81

III .01 .23 .33

38 I 5.60 .73 7.04
II 2.64 .02 .67

III .55 .52 3.38

39 I 14 02 .00 15 76
II 11.70 .49 6.38

111 .10 .59 2.08

93

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

 

Question Group Response
1 2 2

40 I 11.64 .24 7.58
11 14.73 1.35 4.26

111 .18 .45 .47

41 I 4.05 .44 6.86
11 7.20 1.06 1.19

III .45 2.87 2.33

42 I 4.43 2.60 10.67
II 1.63 1.67 3.38

III .68 .10 2.04

43 I 10.19 .85 1.88
II 7.01 .43 .62

III .30 .07 .35

44 I 10.85 .00 7.80
11 3.47 1.57 .02

111 2.05 1.57 7.09

45 I 10.78 1.63 16.02
II 7.41 .30 5.83

III .31 .53 2.52

46 I 7.73 2.23 10.60
II 9.50 .18 4.80

III .09 1.14 1.13

47 I 12.70 1.07 12.21
II 13.80 .55 10.61

111 .02 .09 .06

94

Table 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

 

Question Group Response
2 2 2

48 I 13.87 .02 9.66
II 14.41 .22 6.59

III .01 .11 .29

49 I 16.10 .55 14.29
11 11.52 .77 10.32

III .38 .02 .32

50 I 11.56 .16 15.76
II 16.00 .64 24.08

III .36 .16 .88

51 I 11.12 .46 13.40
11 10.73 .89 8.88

111 .00 .07 .46

52 I 7.67 .33‘ 9.31
II 7.01 .33 6.23

111 .01 .00 .31

53 I 8.17 .36 11.74
11 9.55 .16 15.03

III .05 .04 .20

54 I .20 2.40 8.33
II 3.50 .17 9.40

III 2.02 1.28 .03

55 I 12 45 .92 10 32
II 7.76 5.43 .47

III .55 1.88 6.37

11'

95

Iable 1
continued

 

Individual Chi-Square Cell Values
for all Items of the Questionnaire

 

 

Question Group Response
.1. 2 2

56 I 14.42 1.67 11.21
11 12.16 11.27 .11

III .10 4.27 9.13

57 I 15.13 4.84 /.76
11 10.13 4.00 3.67

111 .50 .04 .76

58 I 12.34 .10 19.17
11 17.38 .76 31.70

111 .43 .31 1.57

59 I 18.35 . .03 20.02
11 18.88 2.67 35.85

III .00 3.23 2.29

60 I 15.75 .61 16.08
11 14.82 .73 13.87

111 .01 .01 .08

61 I 5.29 .09 9.75
II 5.86 .37 7.47

III .01 .09 .15

62 I 10.45 1.71 12.32
II 10.94 1.19 10.29

III .01 .05 .09

63 I 9.59 1.38 8.07
II 5.89 1.03 3.49

III .47 .03 .97

96

Table 1
continued

 

Individua1 Chi-Square Cell Values
for all Items of the Questionnaire

 

Question Group ReSponse
2 .2.

64 I 7.26 .00
II 5.33 .02

III .15 .00

65 I 6.83 .25
II 7.52 .19

III .02 .00

66 I 18.13 5.01
11 11.84 1.51

III 7 1.02

67 I 3.21 4.83
II 11.21 4.51

III 2.42 .01

68 I 15.15 .01
II 12.65 .29

III .11 .38

69 I 13.56 .53
II 5.79 4.21

III 1.63 1.75

70 I 18.62 .00
11 13.88 .60

III .35 .60

71 I 12.03 .41
II 6.53 .18

III .83 1.14

10.
10.
.00

14.
16.
.04

15.
14.
.00

12
11

lo.)

.76
.22
.54

.56
.00
.06

89
89

.75
.31
.17

.19
.59
.77

81
33

31
84

.48
.95
.01

97

Table I
continued

 

Individua1 Chi-Square Cell Values
for all Items of the Questionnaire

 

Question Group Response
1 _

72 I 9.48 .18
II 6.26 .06

III .33 .37

73 I 8.66 .02
II 6.27 .02

III .19 .07

74 I 11.72 .01
II 7.54 .02

III .35 .01

75 I 7.70 .00
II 6.02 .67

III .10 .67

76 I 14.44 .04
II 9.00 .04

III .64 .17

77 I 16.33 .00
II 8.33 .04

III 1.33 .64

78 I 16.11 .00
11 10.82 .57

III .52 .06

02on

Ito

.40
.10
.10

.84
10.
.05

32

.12
.54
.35

.33
.05
.71

.06
.84
.77

.80
.80
.20

.18
.04
.06