A STUDY OF SELECTED BIOGRAPHICAL DATA, PERSONALITY CHARACTERISTICS I AND ATTITUDES 0F ELEMENTARY INTERN PROGRAM STUDENTS AT MICHIGAN STATE UNIVERSITY Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JAMES L. CONLEY i 1968 I I. ’LI B I? A R z I Micmga. state Universny This is to certifg that the thesis entitled A STUDY OF SELECTED BIOGRAPHICAL DATA, PERSONALITY CHARACTERISTICS AND ATTITUDES OF ELEMENTARY INTERN PROGRAM STUDENTS AT MICHIGAN STATE UNIVERSITY presented by James L. Conley has been accepted towards fulfillment of the requirements for Ph.D.(hgmein Educational Psychology 9 I Major professor Date (NU? ST: ICISZS ‘ 0-169 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII I W117 rte/6M ULW' Fiat; 6Woa ABSTRACT ' A STUDY OF SELECTED BIOGRAPHICAL DATA, PERSONALITY CHARACTERISTICS AND ATTITUDES OF ELEMENTARY INTERN PROGRAM STUDENTS AT MICHIGAN STATE UNIVERSITY by James L. Conley This study was designed to identify and describe the composite characteristics of the individual who chose an internship method of teacher preparation at the elementary level. In addition, it was the purpose of this study to describe the characteristics of the male E.I.P. elementary teacher candidate. In order to investigate differences between males and females and between the regular female on-campus elementary student and the female student who was in the Elementary Internship Program (E.I.P.) at Michigan State University, three instruments were administered to the three groups. The data on the male on—campus students were not used because of the small number of males in the sample. The three instru— ments used were: (1) the Minnesota Teacher Attitude Inven— tory, (2) the Edwards Personal Preference Schedule, and (3) the Teacher Education Inventory. The E.I.P. sample included 176 females and 37 males. The on-campus sample included 170 females. James L. Conley There were four major hypotheses examined in this study: 1. The first hypothesis was concerned with the mean score of the female E.I.P. students and the female on-campus students in the Minnesota Teacher.Atti- tude Inventory. Using the t—test, it was found that there was a significant difference at the .05 level of confidence between the two groups. 2. The second hypothesis dealt with the mean scores of the males and females in the internship program on the M.T.A.I. Analysis here revealed no signif— icant differences (at the .05 level of confidence) between these two groups. 3. It was stated in the third hypothesis that the female E.I.P. student would have the same needs as measured by the Edwards Personal Preference Schedule as the regular female elementary student at Michigan State University. Through a t-test analysis it was found that six of the 15 needs were significantly different between the two samples. These six were: deference, autonomy, succorance, abasement, endurance, and hetero— sexuality. 4. Hypothesis four stated that there would be no difference between the mean scores of the female James L. Conley E.I.P. students and the college norm groups of the Edwards Personal Preference Schedule on the indi— vidual scales of the Edwards Personal Preference Schedule. This hypothesis was rejected in the following subscales of the E.P.P.S.: achievement, order, affiliation, intraception, dominance, abase— ment, and heterosexuality. After the hypotheses were examined, a comparison (using the Chi-squared analysis) was made between the female E.I.P. students and the female on—campus students on the basis of the Teacher Education Inventory. The main differences between the two groups were in their ages and their perceptions of the teaching profession. Other differences were found in their educational backgrounds, especially in regards to their attendance at a Junior College. Most of the E.I.P. students have attended a two-year institution, while most of the on— campus sample have attended only Michigan State University. A descriptive analysis of both the male E.I.P. students' and the female E.I.P. students' personality profiles were presented in this study. ACKNOWLEDGEMENTS I would like to express my deepest appreciation to Dr. Don Hamachek for his assistance throughout my doctoral program. His personal interest and concern for me greatly contributed to the completion of this study. Gratitude is also extended to Dr. Carl Horn for his initial guidance in my graduate study. Further appreci- ation is also extended to Dr. Robert Ebel and Dr. Irvin Lehmann who assisted me in my doctoral program and especi- ally in the preparation of this thesis. I am indebted to Dr. Robert Houston, Director of the Elementary Intern Program, who made available the data for this study. I am particularly indebted to my wife June, whose patient understanding helped me more than words can express. A STUDY OF SELECTED BIOGRAPHICAL DATA, PERSONALITY CHARACTERISTICS AND ATTITUDES OF ELEMENTARY INTERN PROGRAM STUDENTS AT MICHIGAN STATE UNIVERSITY By James L. Conley A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Education 1968 Table of Contents CHAPTER I The Problem . . . . . . . . . . . . . . Purpose of the Study. . . . . . . . . . . . . Hypotheses. . . . . . . . . . . . Organization of the Study . . . . . . . . . . CHAPTER II Review of Literature. . . . . The Minnesota Teacher Attitude Inventory. . The Edwards Personal Preference Schedule. . Comparisons of the Needs of Male Versus Female Teachers. . . Experience Versus No Experience in Teaching Teacher Internship Program. . . . Summary . . . . . . . . . . . CHAPTER III Design. . . . . . . . . . . . . . . . . . . . Instrumentation . . . . . . . . . . . . . . Subjects . . . Statistical Procedures Used in the. Study. . Limitations and Scope of This Study . . . . Summary . . . . . . . . . . . CHAPTER IV Analysis of the Results . . . . . . . . . . . Hypothesis I. . . . . . . . . . . . . . . Hypothesis II . . . . . . . . . . . . . . Hypothesis III. . . . . . . . . . . . . . . . Hypothesis IV . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . CHAPTER V Personality Profiles of the Male and Female E. I. P. Students. . . The Chracteristics of the Male E. I. P. Students. Characteristics of the Female E. I. P. Student. CHAPTER VI Summary and Conclusions . . Summary . . . . . Conclusions and Discussions . . . Implications for Further Research . Bibliography . . . . . . . . . . . . . . . . . . ii Page \IU1-F'I—‘I-’ 4:2 4:3 4:4 4:5 List of Tables Comparison of Female E.I.P. Scores With On- Campus Female Elementary Scores on the Minnesota Teacher Attitude Inventory Comparison of Male E.I.P. Scores With Female E.I.P. Scores on the Minnesota Teacher Atti— tude Inventory . . . . . . . . . . . . . . . Comparison of Female E.I.P. Scores With Female On-Campus Elementary Scores on the Edwards Personal Preference Schedule Comparison of Female E.I.P. Scores With Female Norm Group Scores on the Edwards Personal Preference Schedule. . . Listing of the Significant Differences Between the Female E.I.P. and Female On-Campus Elemen- tary Students on the Teacher Education Inven- tory . . . . . . . . . . . . . . . . . . . . . Male E.I.P., Edwards, and College Male Norm Group, E.P.P.S.. . . . . . . . . . . . . iii Page 48 49 51 54 58 75 Appendix A: Appendix B: Appendix C: List of Appendices Teacher Education Inventory . Summary of Teacher Education Inventory The Manifest Needs Associated With Each of the Fifteen Edwards Personal Preference Schedule Variables iv Page 96 103 117 CHAPTER I The Problem Within the past few years a different approach to the training of elementary teachers has developed at Michigan State University. This approach is different primarily in that the teacher candidates are given additional supervision and assistance during an internship year. Although the internship experience is not new to the field of education in general,1 it is relatively new to Michigan State University. The program known as the Elementary Internship Program or E.I.P. seems to be contributing a significant influence on the graduates of this program. In a recent study by Houston,2 it was found that there is a difference between the graduates of the E.I.P. and the ”regular” elementary teacher education programs primarily in terms of the tenure pattern of the two groups. Houston found that over 90 percent of E.I.P. gradu- ates were still in teaching two years after graduation. 1Walter B. Jacobs, ”Practice Teaching for Secondary School Teachers at Brown University,” School and Society, 3:533-36, April 8, 1916. 2Robert W. Houston, ”A Study of the Teaching Status of Graduates of the Elementary Intern Program.at Michigan State University," unpublished report of the College of Education, Michigan State University, May, 1967. This can be compared with one report which indicated ”over half of those receiving teaching certificates are not teaching two years later.”3 However, one cannot and, for that matter, should not conclude that the E.I.P. methods are the significant factors for increasing tenure without first looking at the candi- dates who EEEEE the E.I.P. as their method of teacher prepar— ation. The process of first identifying and describing who the E.I.P. students are, what their pre—dispositions are which they bring into the program, and how, specifically, they differ from candidates of the regular elementary teacher education programs is fundamental and should be done before evaluation of the program’s effectiveness can proceed. While the characterization of the E.I.P. student as compared with the regular elementary teacher candidate is important for future evaluation of the teacher education program, there is an additional need for providing data about the male elementary teacher. Information about male elemen- tary teachers is extremely Scarce. Jackson and Cuba even state that in studies concerning elementary male teachers they should be excluded from the analysis: There is some reason to believe that male elementary school teachers should be eliminated from consideration since this group appears to be 3Robert N. Bush, “The Formative Years,” The Real World of the Beginning Teacher (Washington, D.C.: N.C.T.E.P.S., I566), p. 7. somewhat aberrant when compared with the other groups of teachers. Since teaching is often not a terminal position for the male elementary school teacher but serves as a stepping stone to an administrative post, these men may actu— ally be more representative of the administra— tive occupational group in terms of need struc— ture than they are of the teacher group It does not seem unreasonable to suggest from these data that male elementary school teachers more closely fit the stereotypic model of the administflator than they do of the classroom teacher. From these comments by Jackson and Guba, and the lack of current information about the male elementary school teacher, there is an obvious need for more information of this kind. UPhilip W. Jackson and Egon G. Cuba, ”The Need Structure of In-Service Teachers: An Occupational Analysis,” School Review, LXV, 1957, p. 192. Purpose of the Study The purpose of this study is to answer two basic ques- tions: (1) What kind of students choose the Elementary Intern- ship Program as their program choice for becoming a teacher? (2) Are there differences between Elementary Internship Program students and those in the regular elementary educa— tion program? If so, what are these differences? Hypotheses In this study the following hypotheses are examined: I. II. III. IV. It is hypothesized that there is no difference between the mean scores of the female E.I.P. students and the regular female elementary students at Michigan State University on the Minnesota Teacher Attitude Inventory. It is hypothesized that there is no difference between the mean scores of the female E.I.P. students and the male E.I.P. students on the Minnesota Teacher Attitude Inventory. It is hypothesized that there is no difference between the mean scores of the female E.I.P. students and the regular female elementary students at Michigan State University on the individual scales of the Edwards Personal Preference Schedule. It is hypothesized that there is no difference between the mean scores of the female E.I.P. students and the female college norm groups of the Edwards Personal Preference Schedule on the individual scales of the Edwards Personal Preference Schedule. In addition to examining the above hypotheses, a major aspect of this study is centered on examining the personality profiles of the male and female E.I.P. students. This per- sonality profile is written using E.I.P. student responses to a Teacher Education Inventory and the Edwards Personal Preference Schedule as a guide. The female E.I.P. student responses to the T.E.I. are also compared with the female on-campus elementary student. Organization of the Study Chapter I included the rationale for this study. In addition, the needs for this study were explained and its purposes outlined. The major hypotheses were stated in conjunction with the major personality profiles to be examined. In Chapter II, a review of related literature con- cerning (l) the Edwards Personal Preference Schedule, (2) the Minnesota Teacher.Attitude Inventory, and (3) teacher internship programs will be examined. In Chapter III, the design, sample, instrumentation and limitations of this study will be discussed. An analysis of data will be presented in Chapter IV. In Chapter V, the personality profiles of the male and female E.I.P. students will be investigated and analyzed. Chapter VI will contain a summary of the conclusions and implications of this study. CHAPTER I I Review of Literature The review of the related literature in this chapter is centered around the following: (1) The Minnesota Teacher Attitude Inventory (2) The Edwards Personal Preference Schedule (3) Teacher Internship Programs The Minnesota Teacher Attitude Inventory "The personality of the teacher is a significant vari— able in the classroom. Indeed, some would argue it is the l . . The exam1nat10n of research most significant variable.” studies on teacher effectiveness generally support this statement by Getzels and Jackson. While there are many variables to consider when exam- ining a teacher's personality, one of the central and more important variables is attitude. The Minnesota Teacher Attitude Scale is an instrument designed to measure this aspect of the personality with specific reference to the attitudes of those in the teaching profession. As it is 1J. E. Getzels and P. W. Jackson, ”The Teacher's Personality and Characteristics," Handbook 2: Research 23 Teaching, N. L. Gage (Ed.), Chicago: Rand McNally and Company, 1963, p. 506. stated in the manual, ”it (M.T.A.I.) is designed to measure those attitudes of a teacher which predict how well he will get along with pupils in interpersonal relationships and, indirectly, how well satisfied he will be with teaching as a vocation.”2 The lSO-item.Minnesota Teacher Attitude Inventory is, in its present form, largely based on the result of a disser- 3 and monograph“ by Carroll H. Leeds. In the monograph tation Leeds discussed how the original inventory, then called the Teacher—Pupil Inventory, was constructed, how it was admin- istrated, how the inventory was scored, as well as dis- cussing the validity and reliability of the instrument. Briefly, the validity coefficients for the inventory, when correlated with (1) ratings of principals, (2) ratings by classroom observations (Leeds' observations), and (3) ratings of pupils, show the following correlations of .434, .486, and .452, respectively. A multiple correlation of .595 between the inventory and the three criteria measures, as 2W} W. Cook, C. H. Leeds and R. Callis, Minnesota Teacher Attitude Inventory Manual (New York: The Psycho— logical Corporation, 1951), p. 3. 3Carroll H. Leeds, ”The Construction and Differential Value of a Scale for Determining Teacher-Pupil Attitudes” (unpublished doctoral dissertation, University of Minnesota, Minneapolis, Minnesota, 1946). uCarroll H. Leeds, ”A Scale for Measuring Teacher-Pupil Rapport," Psychological Monograph, Vol. 64, No. 312 (1950), 24 pp. 10 well as the other three correlations, is significant at the one percent level.5 Thus, this instrument seems to be a valid one for differentiating between two extreme groups‘ teachers: namely, those who are at extreme ends of an attitude-towards-pupils continuum.6 At the upper end of this continuum is the "good” teacher. Those teachers Who ranked at the upper ends of the inventory are assumed to be able to ”maintain a state of harmonious relations with their pupils characterized by mutual affection and sympa- thetic understanding."7 In addition, these teachers like children and generally enjoy teaching. Their classrooms are typified by feelings of security with a permissive atmos- phere wherein the students can act, think and speak with mutual respect for each other. On the other end of this continuum we find the frus— trated, nervous, fearful teachers Who frequently have disci- plinary problems. These teachers' classrooms seem to be more subject—centered than pupil-centered. In essence, they can be characterized as having the opposite attitudes of the good teachers described above. 51bid., p. 23. 6For discussion of the validity of the items themselves see Leeds, 1946, 22. cit., pp. 13-22. 7Cooks, Leeds, and Callis, 22. cit., p. 3. 11 It is between these two extreme groups of teachers that the inventory can validly differentiate. Leeds also shows that the reliability of the inventory as determined by means of the split-half method and the Spearman—Brown prophecy formula resulted in a reliability coefficient of .87.8 One further comment about the instrument itself. As there are no ”right” nor ”wrong” answers, the scoring keys that are used are, to some extent, a reflection of the educa- tional philosophy of the authors. To the degree that this is true, others using the inventory may disagree in philos- ophy. Hence, it is suggested by the authors that the poten- tial user should examine possible conflicts in educational philosophy before the inventory is used. In addition to studies of the M.T.A.I. itself, the M.T.A.I. has frequently been used in investigating the atti— tudes of certain groups of teachers or teacher trainees. Its popularity as an instrument of measuring teacher attitudes is attested to by Getzels and Jackson as they reported in 1963 that "more than 50 research studies using this instru— ment are reported in the literature.”9 10 For example, Sandgren Schmidt in 1956 examined the relationship between M.T.A.I. 8Leeds, 1950, 22. cit., p. 23. 9Getzels and Jackson, 22. cit., p. 508. 10D. L. Sandgren and L. G. Schmidt, ”Does Practice Teaching Change Attitudes Towards Teaching," Journal 2; Educational Research, 1956, Vol. 49, pp. 673-80. 12 scores and a critic teacher's rating of teaching effective- ness for student teachers. Their sample of 393 student teachers was divided into three groups on the basis of their M.T.A.I. scores. Inasmuch as they found no signif- icant relationship between the M.T.A.I. scores and the critic teachers' evaluation of the performance on student teaching, they concluded that the M.T.A.I. "cannot be used to predict probable success in teaching if the ratings made by public school critic teachers on the Student Teaching Report are used as a criterion of success.“11 "Fuller12 found similar results when she examined 24 student teachers in the nursery school-kindergarten-primary teacher training curriculum at the University of Minnesota. Using the Spearman Rank Order Correlation Coefficient, the correlation between the MQT.A.I. and a Supervisor's Rating on the Student-Teacher Rating Scale (University of Minnesota) was found to be a non-significant +.l3. 0n the basis of this, Fuller wrote, ”The M.T.A.I. may be considered useful as an instrument for early vocational selection of teachers from the general population, and from College of Education 11Ibid., p. 679. lelizabeth M. Fuller, "The Use of Teacher-Pupil Attitudes, Self Rating, and Measures of General Ability in the Preservice Selection of Nursery School-Kindergarten—Primary Teachers," Journal 2: Educational Research, Vol. 44, May, 1951, pp. 675-86. 13 students as a group. However, it does 323 distinguish high and low level students in their teaching performance once they have survived academic competition to achieve senior status in the teacher training program."13 In another study of student teachers and their M.T.A.I. scores, Stein and Hardyl"I found two significant correlations between advisors' ratings of student teaching performance and students' M.T.A.I. scores. One significant correlation (.05 level) was found on a sample of 26 secondary student teachers. These ratings were given by the advisors of the Faculty of Education at the University of Manitoba. However, in the same study a non—significant correlation was reported using the Faculty of Education ratings and the M.T.A.I. scores for elementary student teachers. Results from a third sample from.the Manitoba Provincial Normal School of elementary student teachers were also reported. The correlation between advisors' ratings and M.T.A.I. was significant at the .01 level. These conflicting results in this study might be accounted for in the Faculty Rating Scale that was used. The advisors' ratings on the student teachers were made on l31bid., pp. 684-85. ILLHarry L. Stein and James Hardy, ”A Validation Study of the Minnesota Teacher.Attitude Inventory in Manitoba," Journal of Educational Research, Vol. 50, January, 1957, pp. 321-38. 14 a ten-point letter scale. This limited scale probably contained sampling errors which would account for the low correlation and conflicting results. Stein and Hardy completed other correlations between the M.T.A.I. and (1) pupils' ratings on the "Our Student Teacher” scale, (2) pupils' estimates of student teacher lessons, and (3) combined pupil—advisor ratings. Of the eight correlations reported between the M.T.A.I. and the above categories, five were significant at the .01 level and one was significant at the .05 level. The authors thus con— clude that the M.T.A.I. is a valid and reliable instrument to use in examining performance in student teaching. A related study by Downie and Bell15 examined records of students who scored highest and lowest on the MgT.A.I. and analyzed the characteristics of each group. Included in the records of each were recommendations by instructors in education courses as to the candidate's possibilities in the area of teaching. There seemed to be a degree of con— sistency between the scores of sophomores in a Child Develop- ment course on the‘M.T.A.I. and the ratings of the instruc- tors. Persons scoring high on the M.T.A.I. received 15N.‘M. Downie and C. R. Bell, ”The Minnesota Teacher Attitude Inventory as an Aid in the Selection of Teachers,” Journal 2; Educational Research, Vol. 46, May, 1953, pp. 699— 754. 15 statements like ”enthusiastic about teaching” and ”has keen interest and should get along well with children,” while persons with low M.T.A.I. scores received comments like ”doubtful how much appeal she will have to kids” and ”long way to go yet in understanding people.”]_6 They also found in this study that ”students Who scored high on the M.T.A.I. tended to have a background of experiences with young people and an expressed interest in teaching. . . . Poor students tended to show the opposite of these traits.”17 M.T.A.I. scores have been used not only to identify promising students of education but also comparisons of M.T.A.I. scores between students who complete a teacher education program and those Who do not have been reported. Durflinger18 compared M.T.A.I. scores on four different groups of women elementary students. Group A: Those Who pursued a teacher preparation program to student teaching in the senior year. Group B: Those who selected this program but were unable to maintain sufficiently high grades to remain in the university. l6Ibid., p. 701. l71bid., p. 704. 18Glenn W; Durflinger, ”Academic and Personality Differences Between Wbmen Students Who Do Complete the Elementary Teaching Credential Program and Those Who Do Not," Educational and PsyChological Measurement, Vol. 23, No. 4, Winter, 1963, pp. 775-83. 16 Group C: Those who selected this program but, at their own volition, transferred to another major and remained in the university to the senior year. Group D: Those who, for reasons other than academic grades, withdrew from the university within three years. (There was no record if they went to another university.) It was found that the mean M.T.A.I. score for Group A was higher for all groups and significantly higher (.01 level) for Groups C and D. Durflinger concludes that the M.T.A.I. ”shows promise of identifying the women students Who would be likely to complete the elementary credential program with success once they had begun."19 Probably the most comprehensive study using the M.T-A.I. was reported in 1956 by Cook, Kearney, Rocchio and Thompson.20 In this study the M.T.A.I. was administered to the total staff (teachers and principals) in grades kindergarten to 12 of the public school system of a midwestern city of approximately 300,000 people. In addition, a personal data sheet was completed by each teacher and principal, thereby l91bid., p. 780. 20W} W} Cook, Nolan Kearney, Patrick Rocchio and Anton T. Thompson, ”Significant Factors in Teachers' Class- room Attitudes,“ Journal 2: Teacher Education, Vol. 7, 1956, pp. 274-79. 17 giving data for the study. The students completed question- naires in grades 10 and 12 in four of the city's ten high schools. The students were asked to identify two subjects taken during the current year in Which the teacher was liked best and two subjects in which the teacher was liked least. From.this information the following results were presented. (A) There was a significant difference among the mean M.T.A.I. scores according to the kind of teacher education institution attended. Teachers who attended a university had higher scores than teachers who prepared at a teachers college, who in turn had higher scores than teachers who attended liberal arts colleges. However, this was found to be true for only elementary teachers. For secondary teachers, the university-trained teachers scored the highest on the M.T.A.I. but the liberal arts college—trained teacher scored higher than the teacher trained in a teachers college. (B) There is a significant difference among mean scores on the M.T.A.I. according to the amount of education a person has. It was found that the more college education a teacher has, the higher was his score on the M.T.A.I. The mean score for a person with two years of college had an M.T.A.I. score of 21.3 while those persons with five or more years of college had a M.T.A.I. score of 66.3. It is interesting to note that when secondary teachers are compared with l8 elementary teachers, the elementary teachers consistently score higher. In this study, for example, the secondary teachers with five years of college scored approximately the same as elementary teachers with four years of college. In a separate study, using the same data, Rocchio and Kearney state emphatically that, ”it is clear that there is a definite increase in mean M.T.A.I. scores with each additional level of education.”21 (C) There is a difference between teacher M.T.A.I. scores according to the subject taught. Elementary teachers who had self-contained classrooms had higher scores than teachers Who taught special subjects (art, home economics, music, physical education and industrial arts). On the secondary level, teachers who taught academic subjects had a mean M.T.A.I. score of 36.4, while non-academic subject teachers had a mean of 24.6 on the M.T.A.I. (D) There was a significant difference between the ”best liked" teachers’-and the ”least liked” teachers' scores on the M.T.A.I. The best liked teachers had a mean score of 38.7, while the least liked teachers’ mean score was 18.4. It is interesting to see that there was approxi- mately the same number of men and women in these groups, 21Patrick D. Rocchio and Nolan C. Kearney, ”Using an Attitude Inventory in Selecting Teachers,” The Elementary School Journal, Vol. 56, September, 1955, p. 76. 19 and their average age was approximately the same (42.2 for most liked; 41.2 for least liked). (E) Students Who planned on going into teaching as a vocation scored significantly higher on the M.T.A.I. than students going into other vocations (25.4 versus 2.3). From these results the authors suggest that ”an instrument such as the M.T.A.I. should be useful in the hands of coun- selors and guidance workers who are confronted with the problem of helping counselees in the selection of a voca— tion.”22 walter W. Cook,23 one of the authors of the M.T.A.I., summarized the findings of the M.T.A.I. in a report to the American Association of Colleges for Teacher Education. This summary was based on data from 300 teachers (100 superior, 100 inferior, and 100 randomly selected). His findings showed that sex, nationality, marital status, parental status, and intelligence had little or no relationship to the teacher's attitude towards pupils. This study also reported that (a) teachers in the unselected group, who liked teaching ”very much,“ scored higher on the M.T.A.I. than teachers who liked 22Cook, Kearney, Rocchio and Thompson, 22. cit., p. 278. 23Walter W} Cook, ”Personality Characteristics of Successful Teachers,” American Association 2; Collgges for Teacher Education Yearbook, 1954, pp.I63—70. 20 teaching ”fairly well,” and (b) ”teachers in grades one to three tended to score higher than those in grades four to six, who in turn scored higher than senior high school teachers; junior high school teachers (grades seven and eight) scored lowest of all.”2u One additional relevant study of the M.T.A.I. should be mentioned. This study was conducted with the Student Teacher Education Program (S.T.E.P.) at Midhigan State University. This program later became known as the Elemen— tary Intern Program. The M.T.A.I. was administered to the 1960 and 1961 groups of S.T.E.P. and also to the 1960 campus students consisting of all first-term juniors enrolled in elementary education in the fall of 1960. The means for the S.T.E.P. students were 25.0 and 37.1 for the 1960 and 1961 groups, respectively, while the campus women’s mean was 55.7. The authors state that the difference in the scores might be accounted for in the age and socio-economic backgrounds of the S.T.E.P. and campus students.25 They further note that those S.T.E.P. women students who completed the program when readministered the M.T.A.I. increased their scores to 50.7 and 55.0 for the two groups. This shift in attitudes 24Ibid., p. 69. 25Bernard R. Corman and Ann G. Olmsted, "The Internship in the Preparation of Elementary School Teachers,” College of Education, Michigan State University, 1964, p. 98. 21 towards pupils was interpreted as ”the impact of the training and.work milieu” of the S.T.E.P. students.26 The Edwards Personal Preference Schedule Another instrument which is being used more and more frequently in the examination of teacher personality is the Edwards Personal Preference Schedule (E.P.P.S.). The E.P.P.S. is a 225-item forced-choice instrument designed to measure the relative strength of the following 15 needs: (1) Achieve- ment, (2) Deference, (3) Order, (4) Exhibition, (5) Autonomy, (6) Affiliation, (7) Intraception, (8) Succorance, (9) Domi- nance, (10) Abasement, (ll) Nurturance, (12) Change, (13) Endurance, (l4) Heterosexuality, and (15) Aggression.27 Examination of the related literature using the E.P.P.S. with teachers reveals that most of the studies use the E.P.P.S. to compare two or more classifications of teachers, i.e., the studies examine the needs experienced versus non- experienced teachers, or they (the studies) examine the rela- tive needs of male versus female teachers. This review of the related literature on the E.P.P.S. will thus be organized following this pattern. 26Ibid. 27A. L. Edwards, Edwards Personal Preference Schedule: ‘Manual (1959 rev.), New York: Psychological Corporation, 1959. 22 Comparison of the Needs of Male Versus Female Teachers: A significant study using the Edwards Personal Preference Schedule,which compared the needs of male and female teachers with the norms found in the test manual, was made by Jackson and Cuba and reported in 1957.28 In this study the researchers compared scores on the E.P.P.S. of 91 high school men, 27 elementary school men, 52 high school women, and 196 elemen- tary school women with the 1,509 liberal arts students (760 males and 749 females) on whom the test was standardized. Results showed that on two of the measures, deference and heterosexuality, there were significant differences between the norms and all four teacher categories. The teachers were found to be significantly mpgg deferent and signifi- cantly lggg heterosexually inclined than the norm group. On two other needs, order and endurance, three of the teacher groups (male high school and both female groups) scored sig- nificantly higher than the normative group. These same three teacher groups scored significantly lower on exhibition. Differences in four additional needs were noted for at least one of the teacher groups. On intraception and succor- ance the male high school teachers scored lower than the norm group, and on the need for change the female high school 28F. W} Jackson and Egon G. Guba, ”The Need Structure of In-Service Teachers: An Occupational Analysis," The School Review, 65:2, 176-92, 1957. 23 teachers scored lower than the norm group of liberal arts students. One need category, dominance, showed that both female teacher groups had a significantly low score in this area, while neither male group was significantly different from the norm group. Jackson and Guba also compared and examined the needs of the teachers by sex and teaching experience. They divided the male and female teachers into three additional groups: (1) novices, 0-3 years of teaching experience, (2) inter- mediates, 4-9 years of teaching experience, and (3) veterans, 10 or more years of teaching experience. Profiles of the needs were then compared between (a) the novice males and novice females, and (b) veteran males and veteran females. When the needs for each group were ranked and correla- tions (rank—order) were computed, Jackson and Guba found "both male and female veterans have markedly similar need structures."29 The rank order correlation between the veterans was found to be .698. Both groups ranked highest on deference and order, and lowest on heterosexuality and exhibition. However, when the novice teacher groups were compared, the correlation was found to be only .189. This would suggest that there are initial differences in the need patterns of beginning male and female teachers. 291bid., p. 184. 24 Similar results were found by Merrill30 when he examined the relative needs of male education students, mature teachers, and educational administrators with the Edwards norm.group of college males. For the male education students, 12 of the 15 need categories were significantly different from.the norm group. The student group was found to be ”more deferring, orderly, affiliative, intraceptive, abasing, nurturant, enduring, and less autonomous, succorant, change-oriented, heterosexual and aggressive” than the norm group.31 The successful teacher group differed from the norm group in that the former was more deferring, orderly, abasing, enduring and less exhibitionist and heterosexual than the latter. Hamachek and Mori,32 however, found only one significant difference between the scores of male secondary education majors and the male norm group. For their group the male secondary education major scored higher only on the intra- ception scale. Likewise, there were few differences between their sample of females and the female normative group of 30Reed M; Merrill, "Comparison of Education Students, Successful Science Teachers and Educational Administrators on the Edwards Personal Preference Schedule,” Journal 2; Educational Research, Vol. 59, No. 1, September, 1960, p. 38-40. 3lIbid., p. 38. 32Don E. Hamachek and Takako Mori, ”Need Structure, Personal Adjustment, and Academic Self-Concept of Beginning Education Students," Journal of Educational Research, Vol. 58, No. 4, December, 1964, pp. 158:62. 25 the E.P.P.S. The Hamachek and Mori sample of secondary education majors and elementary education majors scored lower on the deference scale and higher on the hetero- sexuality scale than did the female college norm group. The female secondary education majors also exhibited lower need for affiliation when compared to the norm group. One additional comparison was made in this study. The needs of male education majors were compared with the needs of female education majors. In this comparison, it was found that significant differences existed in the following categories: (A) Females' needs higher than males': (1) Affiliation (2) Succorance (3) Nurturance (4) Desire for change (B) Females' needs lower than males': (1) Dominance (2) Aggression (3) Autonomy (C) Female elementary education majors' needs lower than males': (1) Achievement (D) No difference between males' and females' needs: (1) Deference (2) Heterosexuality In summary, while there is reported somewhat contra- dictory results in different studies, the E.P.P.S. seems to indicate that the need patterns are different for male and female teachers, and both are different from the college norm groups. 26 Experience Versus No Experience in Teaching: The E.P.P.S. has also been used to compare the manifest needs between experienced teachers and inexperienced teachers. 33 the In the previously mentioned Jackson and Guba study, rank order correlation between male veterans and male novices was only .317, while for female veterans and female novices the correlation was .712. This difference found between the two groups was referred to as ”lessons which the novice must learn if he is to enter the ranks of the veterans.”34 The authors also suggest that the males have more to learn than the females (see above correlations). The major differences in regards to experiences for males occur in the need areas of exhibition, abasement, intraception (novice group higher than veteran group), and nurturance, order and deference (veteran group higher than novice group). For females, novices were higher than veterans on heterosexuality, exhibi- tion, and change; novices were lower than veterans on endur- ance, order and deference. Goldman and Heald35 also examined teacher needs as related to experience. They found that experience in 33Jackson and Cuba, 22. cit. 341bid., p. 186. 35Harvey Goldman and James E. Heald, ”Teachers' Need Patterns and the Administrator,” Bulletin 2: the National Association of Secondary School Pr1n01pals, VdI. 5T, No. 323, December, 1967, pp. 93-104. 27 teaching increases, the need for order and dominance increases, and the need for abasement decreases. This initial compar- ison was made between inexperienced female teachers (one to three years of experience) and experienced female teachers (four to ten years of experience). When inexperienced female teachers' need patterns were compared to those of female veterans (11 or more years of experience), the differ- ences are even more pronounced. Greater needs for deference, order and endurance, and decreasing needs for exhibition, change and heterosexuality come with experience in the teaching profession. The need patterns of inexperienced male, experienced male, and veteran male teachers showed patterns very similar to those of female teachers. The more experienced veteran male teachers possessed greater needs in order and deference but fewer needs in exhibition, intraception, and hetero- sexuality. Goldman and Heald conclude on the basis of their study that ”with increasing experience teachers become more self-centered" (in their need patterns) and that ”teachers' need patterns change with continuing experience in a pre- dictable manner.”36 The E.P.P.S. also differentiates among the different need patterns of college students preparing to teach in 36Ibid., pp. 101—102. 28 37 administered different teaching areas. Garrison and Scott the Edwards to 530 college students who were preparing to teach. Four needs--achievement, nurturance, order, and succorance--were found to be significantly different among the different levels and areas of teaching. Briefly, it was found that women teachers who were planning to teach at the secondary level had a greater need for achievement than women planning to teach at the elementary level. It was also found that language arts education and mathematics/ science education students had greater needs for achievement than did elementary, business education or physical educa- tion students. It was also shown in this study that math- ematics/science and lower elementary subjects exhibited a high need for nurturance. The need for order was greatest for students planning to teach in home economics when com— pared with social science, language arts, elementary, and mathematics/science students. In regards to succorance, elementary students disclosed a significantly greater need than did special education students. Certain other needs differentiated among small numbers of the teaching cate— gories and in only four areas--endurance, deference, 37Karl C. Garrison and Mary H. Scott, ”A Comparison of the Personal Needs of College Students Preparing to Teach in Different Teaching Areas," Educational and Psychological ‘Measurement, Vol. 21, No. 4, 1961, pp. 955-964. 29 aggression, and dominance--did the author reject their hypothesis that there were differences among students pre— paring to teach in different areas. Scandrette38 also examined the need patterns of women elementary and secondary level student teachers. Here significant differences were found in the need areas of autonomy, dominance, aggression (secondary level student teachers scored higher), and affiliation (elementary level student teachers scored higher). Southworth's study39 essentially confirms these results when he compared early-elementary preference students with later elementary preference studies in regards to their need patterns. Greater manifest needs of abasement, affili- ation, succorance, and nurturance were found to be greatest for early elementary preference students, While higher manifest needs of achievement, aggression and exhibition were greatest in later elementary preference students. (Early elementary = grades K to 3; Later elementary = 4 to 8.) 38Onas Scandrette, ”Differential Need Patterns of WOmen Elementary and Secondary Level Student Teachers," Journal of Educational Research, Vol. 55, No. 8, May, 1962, ppT_376—79. 39Horton C. Southworth, ”A Study of Certain Person- ality and Value Differences in Teacher Education Majors Preferring Early and Later Elementary Teaching Levels.” Unpublished doctoral dissertation, Michigan State University, 1962. 30 When Corman and OlmstedLIO compared the rankings of E.P.P.S. needs for ”campus” students with ”S.T.E.P.” (later E.I.P.) students, a correlation of .73 was obtained. Three scales seemed to be most different for the two groups: heterosexuality (S.T.E.P.‘s needs were lower), endurance (S.T.E.P.‘s needs were higher,and order (S.T.E.P.‘s needs were higher than the campus example). Thus, the E.P.P.S. seems to differentiate among different classifications of students in regards to the particular need patterns of those classifications. Teacher Internship Programs The examination of research concerning teacher educa- tion programs with specific emphasis on intern teachers reveals few studies directly paralleling the emphasis of this particular dissertation. Most of the studies are descriptive in nature:1 i.e., they describe the intern programs as they are conducted in the different areas of the country. The research studies described below seem to be the most relevant or typical of studies about intern- ships. UOCorman and Olmsted, 22. cit., p. 98. 31 Shaplin and PowellUl wrote an excellent article in 1966 wherein they gave a historical perspective of the over 100 internship programs offered since 1895. It was in that year that Brown University, generally considered to be the ”forerunner” in internships, initiated their program. In this article, two principal variations of intern programs are explained in regards to the certification of the interns: one was developed in California, the other in New York. Essentially, the ”California” plan is one whereby the intern serves as a full-time regular teacher for a full year. During this year of internship, the intern is supervised by appropriate staff members from the school and college staff. During the summer 2332; E2 the internship year, the intern takes special programs Which include practice teaching and coursework in method- ology and curriculum” During the summer following the internship, the student completes the requirements for the state certification. Shaplin and Powell report that in 1960, ”twenty-five programs in elementary, secondary, and junior college levels were being offered in sixteen colleges and universities.”42 UlJudson T. Shaplin and Arthur C. Powell, ”A Com— parison of Internship Programs,” Journal 2; Teacher Education, Vol. 15, No. 2, June, 1966, pp. 175-182. “21bid., p. 180. 32 The ”New York” plan differs from the California plan in that, although the intern has a "regular” teaching job, the summer's work prior to this teaching position is spent on an intensive six—weeks' course in psychology, method- ology and curriculum but does not include practice teaching. The coursework taken during the internship year and the summer following this year is credited not only towards certification but also towards the Master's Degree. This Master's Degree program.seems to emphasize completion of degree requirements rather than the certification of the teachers. While there are many variations to the above programs, depending on the sponsoring institution, there are other variations in programs based on the duration of the intern- ship. The most common program involves a preparatory summer and one academic year. It is interesting to note that the authors characterize many programs as being ”an immersion into full-time teaching with a minimum of preparation, and the experience of the intern becomes a fight for survival.”43 44 Bishop made an interesting study concerning the activities of interns. In this article, he reported the “31bid., p. 182. “UClifford L. Bishop, ”The Activities of Intern Teachers,” School and Society, Vol. 70, No. 1806, 1949, pp. 68—71. 33 activities which ”a jury of thirty-six specialists in teacher education” listed as being most desirable for intern teachers. This list was then compared with the actual activities as reported by the institutions con- ducting intern programs. (The jury was composed of specialists from.the same institutions conducting intern programs.) As one might expect, although there is general Iagreement throughout the lists, there is some disagreement in that it seems the specialists think the most important activities are ”those which broaden and deepen the ideas and purposes 0f the intern," While the actual activities of the interns are more concerned with ”the techniques and daily problems of the teacher.”l+5 Bishop's study does reveal that the activities of interns are numerous and much broader in scope than would be possible with candi- dates of regular student teaching. He concludes (in internship programs) that "time is provided for more and broader experiences, for a closer integration of theory and practice, and a clear insight into child nature and the problems of teachingchildren."46 In addition-to the activities of an intern, Haberman,47 Director of the Intern Teaching Program at the University 45Ibid., p. 69. 451bid., p. 71. UZMartin Haberman, "The Teaching Behavior of Successful Interns,” Journal 2: Teacher Education, June, 1965, Vol. 16, No. 2, pp. 215-220. 34 of Wisconsin--Milwaukee, described five behaviors Which he and a colleague observed in 28 beginning interns. Not only were the behaviors which he felt discriminated between successful and unsuccessful interns interesting but those which gig 22; discriminate are worth noting. For example, those which did not discriminate included: (1) Academic achievement as a graduate student; (2) Communication skills, and (3) Attitudes towards children (as determined by written tests and personal conferences). The five characteristics which gig discriminate between successful and unsuccessful interns included: (1) Belief in the youngster. Successful interns expect pupils to move to new levels of performance. (2) Enthusiasm for some subject matter. Successful interns demonstrated that children can be motivated in areas beyond "their fields of experience." It was shown that the more interest the intern had in a subject, the more interest the students had in that same subject. (3) Ability to organize. The ability to make management decisions and to efficiently establish them— selves as the organizational leader of the classroom was another characteristic of successful interns. (4) Ability to set standards. Here, the successful intern had dif- ferent expectations for various youngsters. In addition, the intern encourages the pupils to believe in themselves. (5) The willingness to listen. The authors write: ”The 35 elementary truth is that less successful interns tend to regard their pupils' talk as some form of interference, while successful interns tend to regard the eliciting of pupil talk as a major objective of their lessons.”“8 Haberman also made a study comparing interns with regular first-year teachers.LI9 The two groups were com— pared on three characteristic patterns as developed by Ryans: Pattern X: Kindly, friendly, understanding XE: aloof, egocentric, restricted Pattern Y: Responsible, systematic, businesslike XE: evading, unplanned, slipshod Pattern Z: Stimulating, imaginative, surgent Kg. dull, routine Haberman found a significant difference in favor of the intern in regards to Pattern Y. He also tries to attribute this difference to the selection process of the interns rather than the likelihood that better preparation for planning was given in this internship program. Halliwell50 seems to sum up the research findings concerning internship programs in a very thoroughly 481bid., p. 220. 49M. Haberman, "A Comparison of Interns With Regular First-Year Teachers,” Journal 2; Educational Research, Vol. 59, No. 2, October, 1965, pp. 92—94. 50Joseph W; Halliwell, ”A Review of the Research Com- paring the Teaching Effectiveness of Elementary School Teachers Compared in Intensive Teacher-Training Programs in Regular Undergraduate Programs,” Journal of Teacher Education, Vol. 15, No. 2, June, 1966, pp. 184-192. 36 documented report in 1966. Here he examined major reports on experimental programs based on the internship concept. He concludes, ”In view of the findings and limitations of the investigations comparing the teaching effective— ness of teachers trained in intensive teacher-training programs, it would appear that there is a genuine need for adequately designed, longitudinal, experimental studies of the efficacy of experimental programs for elementary teachers.”51 Additional studies about internship programs (Nagle,52 Stiles,53 Newell andWill,54 and WOodringSS) generally support the above mentioned conclusions. Summary In summary, the research on the Minnesota Teacher Attitude Inventory reveals that teacher attitudes towards children can be measured with a fair degree of reliability 511bid., p. 192. 52Marshall Nagle, "Evaluation of Student Growth During Internship,“ Educational Administration and Supervision, Vol. 40, February, 1954, pp. 65-74. 53Lindley J. Stiles, ”Internship for Prospective High School Teachers Being Trained in Universities,” Journal of Educational Research, Vol. 39, No. 9, May, 1946, pp. 664:67. 54Clarence A. Newell and Robert F. Will, ”What Is An Internship?" School and Society, Vol. 74, No. 1929, December, 1951, pp. 358—60. 55PaulWoodring, New Directions i3 Teacher Education. New York: Fund for the Advancement of Education, 1957. 37 (.909). In addition, the validity of the instrument has been frequently established. Studies using the M.T.A.I. show that there are differences between the following categories of teachers: males X§° females, experienced YE- inexperienced teachers, university XE: college-trained teachers, and elementary XE- secondary teachers. In addi— tion, studies reveal that teachers of different subjects score differently on the M.T.A.I. Reports of the Edwards Personal Preference Schedule Show that the relative need patterns are different for different groups of teachers. Male teachers have different needs than female teachers as indicated on this instrument. Teachers, as a group, also have different need patterns than the norm group of the E.P.P.S. There are, however, conflicting results regarding this last statement. The E.P.P.S. studies also show that need patterns of teachers change as they become more experienced in the teaching field. As with the M.T.A.I., elementary teachers have different relative needs when compared with secondary teachers. There is also evidence to suggest that early elementary teachers (grades K-3) exhibit different need patterns from later elementary teachers (grades 4-8). Articles concerning internship programs are generally descriptive in nature. Many different types of programs are being conducted across the country. Generally, it has 38 been shown that the internship program.does provide for different experiences for the intern than would the ”regular” student teaching program. The main differ- ences are centered around actual experiences with students in the classrooms. The research studies concerning internship programs were found to be limited in number and one study (Halliwell's) severely criticized those that have been conducted. He suggested that better research should be done in this area of teacher educa- tion. CHAPTER III Design The following null hypotheses were tested in this study. II. III. IV. No difference will be found in attitude scores as measured by the Minnesota Teacher Attitude Inventory between the female E.I.P. students and the female regular elementary students at Michigan State University. No difference will be found in attitude scores as measured by the Minnesota Teacher Attitude Inventory between the female E.I.P. students and the male E.I.P. students at Michigan State University. No difference will be found in manifest need scores as measured by the Edwards Personal Preference Schedule between the female E.I.P. students and the female regular elementary students at Midhigan State University. No difference will be found in manifest need scores as measured by the Edwards Personal 39 40 Preference Schedule between the female E.I.P. students and the female college norm group for the E.P.P.S. A major aspect of this study was also concerned with examining the personality profiles of male and female E.I.P. students. In addition, examination of how female E.I.P. students differ from.the female regular on-campus elementary students was undertaken. Instrumentation: In order to test the above hypotheses and characterize the E.I.P. students, the following instruments were admin— istered: 1. Minnesota Teacher Attitude Inventory 2. Edwards Personal Preference Schedule 3. Teacher Education Inventory The Minnesota Teacher Attitude Inventory (M.T.A.I.) consists of 150 statements concerning teacher-pupil rela— tions. The person answering the inventory responds to each statement with one of the following: A. Strongly agree with the statement Agree with the statement . Undecided or uncertain about the statement Disagree with the statement MUCH! Strongly disagree with the statement 41 Items such as the following are included in the Inventory: No. 27. A child should be taught to obey an adult without question. No. 58. Children "should be seen and not heard.” Although the authors of the M.T.A.I. say there are no right or wrong answers with the instrument, scoring is deter- mined by subtracting the "wrong" answers from the "right” answers. The answers are right or wrong depending on whether or not the respondent agrees with specific atti— tude statements. Using this R4W-formula, the range of scores on the M.T.A.I. is from plus 150 to minus 150. Concerning reliability, the test manual reports a split—half reliability of .87. The M.T.A.I. was designed to measure those teacher attitudes which will determine his or her satisfaction in the teaching profession. It is also proposed that the M.T.A.I. will measure the poten- tial interpersonal relationship between teacher and students. The Edwards Personal Preference Schedule (E.P.P.S.) is a standardized instrument which is designed to measure 15 independent personality variables. These variables are based on the need test as developed by H. A. Murray. The 15 manifest needs measured by the E.P.P.S. are: l. Achievement 2. Deference 42 3. Order 4. Exhibition 5. Autonomy 6. Affiliation 7. Intraception 8. Succorance 9. Dominance 10. Abasement ll. Nurturance 12. Change 13. Endurance l4. Heterosexuality 15. Aggression (A listing of the E.P.P.S. needs and their definitions is included in Appendix C.) Individuals taking the E.P.P.S. are asked to indicate which of two statements is more characteristic of himself. Profiles of the 15 scores are plotted, and the relative strength of each need can be examined. Internal consistency for each of the individual scales of the E.P.P.S. show a range of reliability co- efficients (split-half) from .60 to .87. The average for the 15 is .76. The manual also reports that test— retest reliability coefficients range from .74 to .88 for the 15 scales with an average of .81. 43 The third instrument used in this study was the Teacher Education Inventory (see Appendix A). This questionnaire which was designed by the intern staff at Michigan State University consists of 58 items, most of which ask for biographical information (sex, type of community lived in, father's education, etc.). On the last 24 items, the indi- viduals are asked to rate job characteristics in terms of how important they are in one's choice of teaching as an occupation. This instrument was used for comparing the two female samples (E.I.P. and on-campus) and also as the basis for writing the personality profiles of the male and female E.I.P. students. Subjects Data were gathered on 170 female and five male on- campus students. Because of this limited number of males (N = 5) in the sample, they were not used in any of the analysis of the data. The instruments were administered during an elementary methods course Which was taught on campus at'MiChigan State University. While they usually have taken Educational Psychology and Philosophy of Educa- tion sometime before, their methods course is taken imme- diately prior to student teaching. One hundred and fifty- nine of the 170 females were in the regular elementary program, and the remaining 11 were in special education. 44 The average age of the on-campus group was 21.7 years. Most (85%) are not married. Their homes are located in the whole range of communities from rural (12%) to cities of more than 500,000 (10%). The average for all 170 was a suburban community. In all probability, these students are typical female elementary education teacher candidates. Data was also collected from 176 female and 37 male students enrolled in the Elementary Intern Program centers throughout Michigan. These instruments were completed during the students' first week at the intern centers. For five of the ten centers, this was during the fall term; for the remaining five, this occurred during winter term. The E.I.P. centers and the number from each center is as follows: CENTER FEMALE SUBJECTS MALE SUBJECTS 1 Port Huron 19 4 2. Alpena 14 5 3. Bay City, Saginaw 13 1 4. Battle Creek 23 3 5. Grand Rapids 23 7 6. Highland Park, Detroit 7 0 7. Lansing 29 3 8. Livonia l9 5 9. ‘Macomb 13 5 10. Pontiac 10 4 (Note: In some cases the N does not equal the reported N. This is because not everyone answered every question asked. However, they were still included in the analysis.) 45 The E.I.P. students likewise completed the instru- ments used in this study pzigg to student teaching. One cannot, at this point, conclude that these two samples (E.I.P. and on-campus) are from.the same population. The principal differences will be explained later. The impor- tant point here is that the three instruments were admin- istered essentially at the same point in the development of the professional education career of the students. Statistical Procedures Used in the Study The t-test was used to test the significant level of the major hypotheses concerning the M.T.A.I. A major problem arises, however, when the t-test is used to examine the hypotheses concerning the Edwards Personal Preference Schedule. The E.P.P.S. is an ipsative scale and therefore the results of the E.P.P.S. are not independent categories. If one scale is low, then another must be high or vice versa. Each scale is dependent on all the other scales, and thus each "need" is a relative one. Because of this lack of independence, it would be inappropriate to run a t-test on all 15 variables among the major classifications. Although the significant level for each successive t-test would not be the same as the original t-test, the t—test was used in the analysis. What level eadh would be remains unknown at the present time. With computers the problem may someday be solved, but that is beyond the scope of this study. This 46 problem.shou1d have been indicated in all other research with the E.P.P.S. but was never mentioned in any articles reviewed for this particular study. A Chi—squared technique was used for the comparison of female E.I.P. students with the female on-campus students to analyze their scores on the Teacher Education Inventory. The level of acceptance or rejection of differences was the .05 level of confidence. Limitations and Scope of This Study This study is concerned only with three groups of students: (1) male E.I.P., (2) female E.I.P., and (3) female on-campus elementary students at Michigan State University. It should be noted that the instruments were admin- istered all at one time for the on-campus group, but it was necessary to administer them at two different times for the E.I.P. students. Whether this made any difference in the results for the E.I.P. students cannot be determined. It should also be noted that the E.I.P. students were administered the instruments in different teaching centers around the state, while the on-campus group were all given the inventories at East Lansing. Because the instruments were administered at several locations, it was not possible to personally administer the tests. Whether or not the 47 same instructions were given in each center must be a limiting factor when weighing any conclusion. While there seems to be a fairly high split-half reli- ability for the M.T.A.I. and the E.P.P.S. (.87 and .76, respectively), the variables Which each attempts to measure are subject to wide interpretation by experts. This lack of uniform agreement on precise definition of needs and attitudes somewhat limits the conclusions and inferences of this study. Summary The subjects in this study include 170 female on-campus elementary students, 176 female and 37 male E.I.P. students. The five male on-campus students were not used in this study. The instruments used were inventories of attitudes and needs. The Minnesota Teacher Attitude Inventory was used to measure attitudes; the Edwards Personal Preference Schedule was used to examine manifest needs; and the Teacher Education Inventory was administered to examine biographical data from each subject. The statistical procedures used in this study were the t-test for examining the M.T.A.I. and E.P.P.S. results and the Chi-square analysis for examining the results of the Teacher Education Inventory. Limitations and sc0pe of the study were discussed at the conclusion of the chapter. CHAPTER IV Analysis of the Results In this chapter each hypothesis is stated and the results relating to the hypothesis are presented. A discussion of each hypothesis will follow in Chapter VI. Hypothesis 1: It is hypothesized that there is no differ— ence between the mean score of the female E.I.P. students and the regular female elementary students at Michigan State University on the Minnesota Teacher Atti- tude Inventory. TABLE 4:1 COMPARISON OF FEMALE E.I.P. SCORES WITH ON-CAMPUS FEMALE ELEMENTARY SCORES ON THE MINNESOTA TEACHER ATTITUDE INVENTORY M.T.A.I. Scores Mean Standard Deviation E.I.P. 42.07 25.81 On-Campus 53.82 25.56 T = 4.23* *Difference Significant at .05 Level of Confidence. 48 49 Results: On the basis of the data in Table 4:1, Hypothesis I is rejected. There is a difference between the mean scores of the female E.I.P. and female on-campus elementary students at Michigan State University in terms of the Minnesota Teacher Attitude Inventory. This difference is significant at the .05 level of confidence. Hypothesis II: It is hypothesized that there is no differ— ence between the mean score of the female E.I.P. students and the male E.I.P. students on the Minnesota Teacher Attitude Inventory. TABLE 4:2 COMPARISON OF MALE E.I.P. SCORES WITH FEMALE E.I.P. SCORES ON THE MINNESOTA TEACHER ATTITUDE INVENTORY M.T.A.I. Scores N Mean Standard Deviation Male 37 35.05 24.21 Female 174 42.07 25.81 T = 1.52* *Difference Not Significant at .05 Level of Confidence. Results: The results on Table 4:2 show that there is no signif- icant difference between the two mean scores of these two 50 groups. Although the males did score lower (35.05) than the females (42.07), the difference is not significant at the specified level (.05 level of confidence). Therefore this hypothesis is accepted. Hypothesis III: It is hypothesized that there is no differ- ence between the mean scores of the female E.I.P. students and the on-campus female elementary students at Michigan State University on the individual scales of the Edwards Personal Preference Schedule. See Table 4:3 on Page 51 Results: Examination of the results on Table 4:3 show that there are no significant differences between the two groups on the following nine subscales of the E.P.P.S.: 1. Achievement 2. Order 3. Exhibition 4. Affiliation 5. Intraception 6. Dominance 7. Nurturance 51 TABLE 4:3 COMPARISON OF FEMALE E.I.P. SCORES WITH FEMALE ON—CAMPUS ELEMENTARY SCORES ON THE EDWARDS PERSONAL PREFERENCE SCHEDULE E.I.P. On-Campus N = 172 N = 169 Standard Standard 322g Mggg Dev1at1on MEEE Dev1atlon Achievement 12.32 3.98 12.92 7.08 Deference 12.42 3.85 11.20 3.26* Order 10.93 4.20 10.08 4.62 Exhibition 13.92 3.57 14.62 4.47 Autonomy 12.38 4.35 11.49 4.09* Affiliation 16.49 4.45 17.04 3.97 Intraception 18.07 4.73 18.24 4.90 Succorance 12.44 4.59 13.84 4.57* Dominance 12.94 4.49 12.56 4.64 Abasement 15.81 4.79 14.36 4.96* Nurturance 16.57 5.16 17.01 4.36 Change 17.65 4.51 17.63 4.34 Endurance 13.28 5.02 11.92 4.56* Heterosexuality 13.19 5.65 15.49 5.08* Aggression 10.74 4.43 11.00 4.53 *Difference Significant at .05 Level of Confidence. 52 8. Change 9. Aggression There was, however, a significant difference in the remaining six scales (.05 level of confidence): 1. Deference 2. Autonomy 3 Succorance 4. Abasement 5 Endurance 6 Heterosexuality The E.I.P. students revealed higher manifest needs than did the on-campus students on four of the six scales in which there were significant differences. Those scales in which the E.I.P. students were significantly higher were: 1. Autonomy 2. Abasement 3. Endurance 4. Deference Those scales in which the E.I.P. students were signif- icantly lower were: 1. Succorance 2. Heterosexuality It is important to remember that the Edwards Personal Preference Schedule is an ipsative scale, and each differ- ence in the scale is dependent :2 3 degree on the differences 53 among the other scales. Thus, each subsequent t-test, after the initial test, has a different significant level. This problem was noted before, but its importance warrants it being mentioned again. The significant differences noted above are accepted but with this limitation in mind. The same problem arises in the next analysis. Hypothesis IV: It is hypothesized that there is no differ- ence between the mean scores of the female E.I.P. students and the female college norm groups of the Edwards Personal Preference Schedule on the individual scales of the Edwards Personal Preference Schedule. See Table 4:4 on Page 54 Results: With the above mentioned reservations in mind, the analysis shows that the hypothesis can be rejected in seven of the 15 subscales. Once again the confidence level is at .05. The E.I.P. students score significantly higher than the norm group on the scales of: 1. Order 2. Intraception 3. Abasement 54 TABLE 4:4 COMPARISON OF'FEMALE E.I.P. SCORES WITH FEMALE NORM GROUP SCORES ON THE EDWARDS PERSONAL PREFERENCE SCHEDULE Female College E.I.P. Norm Group N = 172 N = 749 Standard Standard Need M222 Dev1at10n MEEE Dev1at10n Achievement 12.32 3.98 13.08 4.19* Deference 12.42 3.85 12.40 3.72 Order 10.93 4.20 10.24 4.37* Exhibition 13.92 3.57 14.28 3.65 Autonomy 12.38 4.35 12.29 4.34 Affiliation 16.49 4.45 17.40 4.07* Intraception 18.07 4.73 17.32 4.70"< Succorance 12.44 4.59 12.53 4.42 Dominance 12.94 4.49 14.18 4.60* Abasement 15.81 4.79 15.11 4.94* Nurturance 16.57 5.16 16.42 4.41 Change 17.65 4.51 17.20 4.87 Endurance 13.28 5.02 12.63 5.19 Heterosexuality 13.19 5.65 14.34 5.39* Aggression 10.74 4.43 10.59 4.61 *Difference Significant at .05 Level of Confidence. 55 The E.I.P. students score significantly lower on the scales on: 1. Achievement 2. Affiliation 3. Dominance 4. Heterosexuality On the other eight scales there was no significant difference between the two groups at the specified level of confidence. In addition to the examination of the above hypotheses, an analysis of the responses by the female E.I.P. students and the female on-campus elementary students to the Teacher Education Inventory was made. The results of the analysis reveal seventeen significant differences between the two groups. The significance level was set at the .05 degree of confidence for each Chi-squared analysis. These differ- ences are listed on Table 4:5. Briefly, they show the following: (See Table 4:5.) 1. The female E.I.P. student is older than the female on-campus elementary student (23.7 yg. 21.7 years of age). 2. The female E.I.P. student is more likely to have been married than is the on-campus female student. 3. The female E.I.P. student is less likely to have had all her college education at Michigan State University than is the on-campus student. Additional support for this 56 is evidenced by the fact that 70 percent of the E.I.P. females have spent at least one year at a two-year college as opposed to only 17 percent of the on-campus sample. 4. The educational level for 2232 the mother and father of the E.I.P. students is generally lower than for the on- campus females. This is particularly true in category nine for the two groups. Category nine: Attained a graduate or professional degree. For the E.I.P. students the percent for fathers was four percent; for mothers two percent. The on-campus sample showed that 17 percent of the fathers and six percent of the mothers had obtained a graduate or pro- fessional degree. 5. The family income was generally lower for the E.I.P. student than for the on-campus female elementary student. Almost 32 percent of the on-campus sample reported incomes exceeding $15,000 a year as opposed to less than 16 percent of the E.I.P. students Who reported a like income. 6. The E.I.P. students generally came from a larger family than the female on-campus students. 7. There was a significant difference in the age at which the two groups definitely decided to become a teacher. The E.I.P. students' responses indicated that they generally decided to become a teacher earlier than those from the campus sample. 8. The E.I.P. students indicated that they are more likely to expect satisfaction from teaching than are the 57 on-campus group. Almost 42 percent of the E.I.P. sample felt that teaching would be the only satisfying career for them. This can be compared to less than 15 percent responding to the choice for the on-campus sample. 9. The on-campus students are more likely to have doubts as to the ”rightness” of their decisions to become teachers than are the E.I.P. students. 10. Along with the above, the E.I.P. students would more likely stay with teaching (if given an opportunity to choose any career) than would the female on-campus elemen- tary students. 11. There was also a significant difference in the kind of job each sample would choose. The results show that the E.I.P. are less ”risk-taking" than are the on— campus group. 12. The E.I.P. students tended to view teaching as a profession while the on-campus students viewed teaching as a profession but one Which is not highly specialized. 13. The E.I.P. students viewed the opportunity of con- trolling their own marketing conditions less important than for the on-campus students. Their responses also showed that a job that provides good insurance, one Which provides a chance to "go back to it," is of less importance to them than it is for the female on-campus sample. 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There is no difference between the mean score of the female E.I.P. students and the regu- lar female elementary students at Michigan State University on the Minnesota Teacher Atti- tude Inventory. 2. There is no difference between the mean score of the female E.I.P. student and the male E.I.P. student on the Minnesota Teacher Attitude Inventory. 3. There is no difference between the mean scores of the female E.I.P. students and the regu— lar female elementary student at Michigan State University on the individual scales of the Edwards Personal Prefer- ence Schedule. Results Rejected .05 level of confidence. Accepted. Difference not significant at the .05 level of con- fidence. Accepted at the .05 level of confidence on nine of the sub- scales: achievement, .order, exhibition, affiliation, intracep- tion, dominance, nur- turance, change. 67 Hypothesis Results aggression. Rejected at the .05 level of confidence on the following sUbscales: deference, autonomy, succorance, abasement, endurance, hetero— sexuality. The E.I.P. students scored higher on autonomy, defer— ence, abasement, and endurance; lower on the scales of succor- ance and heterosexuality when compared to the on-campus female sample. Hypothesis 4. There is no difference between the mean scores of the female E.I.P. students and the female college norm group of the Edwards Personal Preference Schedule on the individual scales for this instrument. Results Accepted in eight of the 15 scales. Hypoth- esis rejected on the following scales: order, intraception, abasement, achievement, affiliation, dominance, and heterosexuality. The E.P.P.S. sample was 68 Hypothesis Results significantly higher on the first three but significantly lower than the norm group on the last four. A Chi-squared analysis of the Teacher Education Inven- tory between the female E.I.P. students and the female on— campus elementary students revealed that the E.I.P. students are more likely to be older and married than are the on— campus students. In addition, the E.I.P. students are more likely to have attended Junior College. The T.E.I. also revealed that the income levels and educational backgrounds of the E.I.P. parents are less than that for the parents of on-campus students. The number of children in the family of the E.I.P. students was larger than for the on-campus students. In regards to teaching, E.I.P. students indicated that they decided to become teachers earlier, that they expected more satisfaction from being teachers, and have fewer doubts about their decisions to become teachers. They would also be more likely to stay with teaching than would the on-campus sample. The E.I.P. students were less apt to choose risk-taking jobs than were the on-campus students. When asked to rate the professionalization of 69 teaching, the E.I.P. students rated teaching_higher than did the on-campus females. Finally, the results of the T.E.I. revealed that there were significant differences between the two samples in each of the following job characteris- tics: 1. E.I.P. were less concerned with controlling their own working conditions. 2. On-campus students were more concerned with a job providing a chance to "go back to it" as an insurance measure than were the E.I.P. students. All the differences cited above were significant at the .05 level of confidence. CHAPTER V Personality Profiles of the Male and Female E.I.P. Students In this chapter the personality profiles of the male and female E.I.P. students are examined. First, the charac- teristics of the male personality profile is presented, and this is followed by the female profile. Each profile is based on the responses to the Teacher Education Inventory and the Edwards Personal Preference Schedule. The Characteristics of the Male E.I.P. Students Responses to the T.E.I. by the male E.I.P. students (N = 37) revealed in many cases What might be described as a typical stereotyped ”middle-class" student. These students came from all types of communities, from large cities to rural areas; however, the modal responses indi— cated cities from 10,000 to 99,000 and 100,000 to 500,000 people. (This may be due, in part, to the size of commun- ities which have E.I.P. centers.) The male E.I.P. students' family backgrounds showed that most of their parents were living together and also that over one-fourth of the students were married themselves. If they were married, the average family size was five. The average age for the male E.I.P. student was 23.8 years. 70 71 Their family background responses also showed that these students' parents' educational background was prob- ably lower than one might expect for middle—class students. Their fathers' modal educational status was ”at least some grade school,” and only two of the 37 indicated that their fathers had obtained a graduate or professional degree. Examination of the data revealed that 63 percent of the fathers had high school diplomas or less and 59 percent of the mothers had attained this plateau in their schooling. The family income of the E.I.P. male students was quite interesting. Their responses showed a bimodal distribution. Thirty percent of the students indicated a family income of $10,000 to $15,000, and another 27 percent indicated incomes of $5,000 to $7,500. The educational background of the males revealed that 78 percent had their elementary training in public schools and 92 percent went to a public high school. Their gradu- ating classes averaged about 200—400 each. After high school, 81 percent went to a Junior College, and only 13 percent spent their entire college careers at Michigan State University. Their average grade point was 2.48 out of a possible 4.00. Like many in the field of education, the decision to become a teacher occurred after entering college. Eighteen of the 25 who indicated they definitely had decided to 72 become teachers made the decision since they turned 21. This might suggest that teaching was Egg their first choice when they entered college. This was further supported by the data which shows that only 14 of the 37 (38%) currently feel that teaching was the only satisfactory career for them. However, only two of the 37 (5%) had serious doubts about entering teaching, and only one, if given an oppor- tunity to choose another occupation or career, would defi— nitely do so. Forty-nine percent would definitely stay in teaching. This would appear to suggest a strong commitment to the field of teaching on the part of the E.I.P. males. The "risk—taking” trait of the males appeared to be a bimodal distribution. When asked to indicate which of three kinds of jobs they would take: (1) moderate pay, low risk; (2) better—than-average pay, 50—50 chance of losing; or (3) high pay, high risk of losing; they responded with 43 percent in category one and 40 percent in category three. Category one probably more closely approximates the field of teaching. These responses might indicate more aggressive males in teaching or, at least, males who are willing to risk more for more pay. Although the E.I.P. was part of the K-8 elementary program, 88 percent indicated they wished to teach at the upper levels of the elementary school (grades 4-8). The perceptions of the male E.I.P. students regarding himself as a teacher and teaching as a profession was 73 interesting. Thirty—five percent of them.thought of them— selves as a teacher ”right now” (that is, before student teaching), and only three of the 37 indicated that this perception of themselves as a teacher rather than as a student would come after the Bachelor's Degree. Their per- ceptions of the difficulty of teaching were equally high. Only one felt that he would find teaching ”very difficult.“ Almost 60 percent of their responses were in the categories of ”somewhat difficult” or ”not difficult at all.” The remaining 38 percent felt that teaching may be difficult, but they felt they could handle it. A majority of the male E.I.P. students definitely felt that teaching is a profession which requires ”a long period of specialized training.” The responses to the question about teaching as a profession showed high regard for both teaching and the training necessary for doing an adequate job in it. In the listing of job characteristics by the male E.I.P. students, there were only four characteristics which over 50 percent of the males indicated as either very or extremely important. These four job characteristics were: (1) absorbs my interest and holds my attention; (2) pro- vides opportunity to work in a pleasant environment; (3) necessitates keeping up with new and better ways of doing the job; and (4) offers an opportunity to be helpful to others. 74 The first three were listed as very important and the fourth was marked extremely important to the students. Responses one and two would probably be important to any job or occupation. Response three might indicate a reason why these students chose the E.I.P. method of teacher educa— tion in the first place. They may have been looking for ”new and better ways of teaching.“ The opportunity to be of help to others was probably what one would expect of elementary teachers. Their desire to be of help was further substantiated when one looks at the relative needs of the male E.I.P. students as measured by the Edwards Personal Preference Schedule. See Table 5:1 on Page 75 The five highest needs of the E.I.P. males were: (1) intraception, (2) change, (3) nurturance, (4) affiliation, and (5) dominance. This might be compared with the E.P.P.S. college male norm group. Their five highest needs are: (1) heterosexuality, (2) dominance, (3) intraception, (4) achievement, and (5) change. One further comparison of the E.I.P. male relative needs is interesting. This com— parison is with the female E.I.P. list which was: (1) intra- ception, (2) change, (3) nurturance, (4) affiliation, and (5) abasement. The four highest needs of the E.I.P. males 75 TABLE 5:1 MALE E.I.P., EDWARDS, AND COLLEGE MALE NORM GROUP, E.P.P.S. Rank \OCDVONU'l-F'boN r4 r4 H #4 rd H (n p- on he rd 0 N_es<_1. Intraception Change Affiliation Nurturance Dominance Heterosexuality Abasement Exhibition Achievement Autonomy Aggression Deference Endurance Succorance Order E.I.P. Standard Mean Dev1at10n Rank Norm Group 17.50 5.14 16.75 4.72 16.56 4.14 16.44 4.55 15.14 _ 4.04 14.67 5.99 14.42 4.54 13.91 3.45 13.53 3.77 12.83 4.90 12.50 4.46 12.00 3.58 11.69 5.96 11.17 4.75 9.67 4.48 3 NKOOUI 12 10 13 ll 14 15 Mean Dev1at10n 16.12 5.23 15.51 4.74 15.00 4.32 14.04 4.80 17.44 9.88 17.65 5.48 12.24 4.93 14.40 3.53 15.66 4.13 14.34 4.45 12.79 4.59 11.21 3.59 12.66 5.30 10.74 4.70 10.23 4.31 76 might thus be interpreted as being more like the female elementary teacher than like other males. Their character- istics included what one commonly stereotypes about elemen— tary teachers, i.e., sensitivity to others, helpfulness with others who are in trouble, loyalty and friendliness. Their need for change--to do new and different things-- might be a further indication as to why these students choose the E.I.P. At the other end of the scale, the five lowest needs of the male E.I.P. students were: (11) aggression, (12) deference, (13) endurance, (14) succorance, and (15) order. There was more agreement with the male norm group here. Their lowest needs were (11) endurance, (12) abasement, (13) deference, (14) succorance and (15) order. In summary, the "average” or composite E.I.P. male was more likely to be single, almost 24 years old, and from a middle—class background. He very likely graduated from a public high school and attended a Junior College for part of his college education. While in college he thought about being a teacher and since turning 21 definitely decided to enter teaching, although this was only one of several careers he considered. He currently has few doubts about the cor- rectness of his decision to be a teacher and, at the present time, probably regards his future role as that of being a teacher (or at least he will before he graduates with his 77 degree in teaching). If given a chance to choose another career, he would likely stay with teaching. Preferably, he would like to teach in the upper elementary grades, and he feels fairly adequate about his ability to do a success- ful job in teaching, which he definitely feels is a profes- sion. The most important job characteristic for him was to be of service to others. His needs were ones which will probably be satisfied in elementary teaching. His highest needs were those which call for him to be sensitive, helpful, and loyal to others. Characteristics of the Female E.I.P. Student The female E.I.P. student's home background was found to be, in many ways, very much like that of the male E.I.P. student. The community in Which they lived was medium sized, although a higher percent lived in a metropolitan area. (Once again, this may be because of the location of the E.I.P. centers.) Like the male students, the number of parents who had advanced degrees were low. For example, only 40 percent of the fathers and two percent of the mothers had attained an advanced or professional degree. The modal educational status of the parents was a high school education. Con- cerning family income levels, less than 50 percent of the students reported incomes of over $10,000 per year. In regards to the students themselves, the average age was found to be very close to that of the average age 78 for the males: 23.7 years. While there was a significantly higher number of the E.I.P. students, when compared to regu— lar on-campus female students, who were married, the majority (71%) were still single. The early educational background of female E.I.P. stu— dents were similar to on-campusfemale students. A majority attended public rather than parochial elementary and high schools before going to college. The average size of the high school class was between 200 and 400 students. However, following high school, the educational program of female E.I.P. students changed from that of on-campus female stu- dents. The difference is that only 23 percent of the E.I.P. students had spent their entire college education at Michigan State University. For example, When asked if they had ever attended at least one year at a two—year institution, 70 percent indicated ”yes.” Like the males, the females' grade point average was between a B and C (2.46). While a majority of these female E.I.P. students had first thought of being a teacher before they were 16 years of age, 55 percent of them did not definitely decide to become a teacher until after their 18th birthday. It would appear that most of their decisions to become a teacher occurred While in college or shortly after high school gradu- ation. Every one of the E.I.P. students indicated they had definitely decided to become a teacher. This can be compared 79 with six percent of the on-campus sample which ”haven’t yet definitely decided to become a teacher.” Their decisions to become a teacher were also reflected in the next question. When asked about their current feelings about teaching, 42 percent indicated that teaching was the only career for them. An additional 45 percent felt that teaching was one of several careers in which they could be satisfied. Thirty-two percent of the E.I.P. sample had no doubt about their decisions to become teachers, and only four percent had serious doubts. If given an opportunity to go into another career, 67 percent would definitely stay with teaching and another 26 percent would probably stay. Three persons indicated they would likely choose another occupation and ten individuals were not really sure what they would do. Thus, only seven percent of the 170 E.I.P. students indicated a strong possibility of not staying with teaching as their profession. The above responses seemed to indicate a high degree of commitment of part of the female E.I.P. students to the field of education. Most were committed to teaching and whatever doubts they had were not serious. Although all have decided to enter education, five percent indicated they wanted to go into special education. A majority (57%) wanted early elementary education as first choice of teaching. When asked to indicate the type of job they would prefer in regards to the "risk” involved in keeping the job, 55 80 percent wanted a job with moderate income but one in which there was good security. Only 21 percent wanted a high- paying, high-risk job. Their choices seemed to be the type of position typically found in elementary schools. 'Without further training, the students in the E.I.P. felt that doing an adequate job in the classroom piggy 22y would be somewhat difficult, although 14 percent felt it would not be difficult at all. Less than three percent felt it would be very difficult to the degree that they would have serious doubts about their ability to do an adequate job. Their perceptions of teaching seemed to be quite posi- tive. Fifty-five percent and 44 percent, respectively, felt that teaching is definitely a profession or teaching is a profession but not a highly specialized one. No one felt that ”teaching is not a profession” and only two of the 170 felt that ”teaching is a quasi-profession,” i.e., requiring a college education but no specialization is needed. There were four job characteristics on which 50 percent or more of the female E.I.P. students agreed that they were very or extremely important in teaching. Those character~ istics listed as extremely important in the field of teaching were: (1) offers an opportunity to be helpful to others, (2) provides opportunity to help an individual child, and 81 (3) provides opportunity to help in the social development of children. The job characteristic cited in the ”very important” classification was that teaching ”provides opportunity to use my special aptitudes and abilities.” It is interesting to note that those listed as extremely important to the female E.I.P. students all involve helping others. The gag which is of lesser importance but still very important involves ”helping one’s self.” This charac- teristic of ”other” directedness and sympathy for others is well—supported by the relative needs of the female E.I.P. students as measured by the Edwards Personal Preference Schedule as, for example, their needs for: (1) intracep- tion, (2) change, (3) nurturance, (4) affiliation, and (5) abasement. These needs seem to reflect the empathy for and desire to help others Which are consistent with their re- sponses to the Teacher Education Inventory. The relatively high need for change may well reflect why the students chose the E.I.P. as their method of teacher training. They wanted something different from the regular teacher education pro- gram. At the other end of the scale, the lowest manifest needs were found to be: (11) deference, (12) autonomy, (13) achievement, (14) order, and (15) aggression. These scores are consistent with what other research has dis- covered about elementary teachers. 82 In summary, the personality profile of the composite characteristics of the female E.I.P. student reflects a person who came from a middle-class background and who probably went to a public (as opposed to parochial) elemen- tary and high school before entering a two-year college. Although she had thought of teaching as a career, she did not make her mind up until in college. Her grades in college were probably a little above average. This person was found to have a high regard for teaching as a profession and would probably choose that job again if given a chance to do so. The female E.I.P. student was not likely to have serious doubts as to her ability to do a good job in the classroom. She values a job which allows her to be of service to others as being extremely important. Her relative needs are highest in those areas in which she can help others and lowest in those areas of achieve- ment, order, and aggression. All in all, the data suggest that the E.I.P. student is probably a sensitive individual who definitely wants to be a teacher. CHAPTER VI Summary and Conclusions Chapter V1 is organized in three sections. The first section is a summary of the thesis. This is followed by a discussion of the conclusions. The final section will contain the implications for future research. Summary This study was designed to identify and describe the composite characteristics of the individual who chose an internship method of teacher preparation at the elementary level. In addition, it was the purpose of this study to describe the characteristics of the male E.I.P. elementary teacher candidate. In order to investigate differences between males and females and between the regular female on-campus elementary student and the female student who was in the Elementary Internship Program (E.I.P.) at Michigan State University, three instruments were administered to the three groups. The data on the male on-campus students were not used because of the small number of males in the sample. The three instruments used were: (1) the Minnesota Teacher Attitude Inventory, (2) the Edwards Personal Preference Schedule, and (3) the Teacher Education Inventory. 83 84 Each of the three tests were administered prior to the student teaching and methods courses for the students. The E.I.P. students completed the battery of tests during their first week at their respective E.I.P. centers. The on- campus sample took their tests during their methods courses at Michigan State University. The E.I.P. sample included 176 females and 37 males. The on-campus sample included 170 females. There were four major hypotheses examined in this study: 1. The first hypothesis was concerned with the mean score of the female E.I.P. students and the female on—campus students in the Minnesota Teacher Atti- tude Inventory. Using the t-test, it was found that there was a significant difference at the .05 level of confidence between the two groups. The second hypothesis dealt with the mean scores of the males and females in the internship pro- gram on the M.T.A.I. Analysis here revealed no significant differences (at the .05 level of con— fidence) between these two groups. It was stated in the third hypothesis that the female E.I.P. student would have the same needs as measured by the Edwards Personal Preference Schedule as the regular female elementary student 85 at Michigan State University. Through a t-test analysis it was found that six of the 15 needs were significantly different between the two samples. These six were: deference, autonomy, succorance, abasement, endurance, and hetero- sexuality. 4. Hypothesis four stated that there would be no difference between the mean scores of the female E.I.P. students and the college norm groups of the Edwards Personal Preference Schedule on the individual scales of the Edwards Personal Prefer- ence Schedule. This hypothesis was rejected in the following subscales of the E.P.P.S.: achieve- ment, order, affiliation, intraception, dominance, abasement, and heterosexuality. After the hypotheses were examined, a comparison (using the Chi—squared analysis) was made between the female E.I.P. students and the female on—campus students on the basis of the Teacher Education Inventory. The main differences be— tween the two groups were in their ages and their percep— tions of the teaching profession. Other differences were found in their educational backgrounds, especially in regards to their attendance at a Junior College. ‘Most of the E.I.P. students have attended a two-year institution, while most 86 of the on-campus sample have attended only Michigan State University. A descriptive analysis of both the male E.I.P. students' and the female E.I.P. students' personality profiles were presented in this study. Conclusions and Discussions: The following conclusions seemed to be warranted by the data in this study: 1. The initial attitudes towards children and teaching as measured by the M.T.A.I. are higher for the on-campus female students than for the E.I.P. female students. This conclusion is consistent with the findings of Corman and Olmstedl in their examination of the internship program at ‘Michigan State University in 1964. They suggested that the difference in scores might be accounted for in terms of age and socio-economic background of the two samples. As was the case in 1964, these two variables—-age and socio-economic background--were found to be significantly different for the E.I.P. and on-campus students. Additional evidence related to this conclusion was found in the reported article by Cook, Rocchio, and Thompson.2 lCorman and Olmsted, 22. cit., p. 98. ZCook, Kearney, Rocchio, and Thompson, pp. cit., pp. 274—279. 87 They found that there was a significant difference in the mean scores of the M.T.A.I. according to the kind of teacher education institution attended. Teachers who attended a university had higher scores than those who attended other colleges. Since a majority of the E.I.P. students had attended a Junior College, their lower scores on the M.T.A.I. might be attributed to this. 2. There is essentially no difference between the initial attitudes of the male and female E.I.P. students as measured by the Minnesota Teacher Attitude Inventory. Although the females scored higher, the difference was not significant. This conclusion seems quite reasonable after one has examined the complete data concerning the male E.I.P. students. ‘Much of the data shows that the two groups are very similar in their backgrounds and their relative needs as measured by the Edwards Personal Preference Schedule. On the other hand, part of the difference in the M.T.A.I. scores might be attributed to the fact that most of the males wished to teach in the higher elementary grades, and the research shows that there are differences in attitude scores according to grade level.3 3. In regards to their measured relative needs, it would appear that there are differences among the female Ibid. 88 E.I.P. and female on—campus students. The E.I.P. students indicated higher needs than the on-campus students in the areas of deference, autonomy, abasement, and endurance. Their needs (E.I.P.) were lower than on-campus in the areas of succorance and heterosexuality. The last two lower needs on the part of the E.I.P. stu- dents are probably explainable in part to the age differ- ence between the two groups. The older E.I.P. student would probably be less concerned with needing others' help when in trouble (need for succorance). The lower heterosexual need may be explained by the fact that a significantly higher number of E.I.P. students are married and, thus, many of their needs in this area were of less concern to them than it was for the on-campus student. The E.I.P. scored higher on relative needs in the areas of deference, autonomy, abasement, and endurance. Once again, age and the maturity Which supposedly goes with older age may account for much of these higher needs. The par— ticular need of autonomy may be a reason why the students chose the "different” E.I.P. method as their method of teacher preparation. It may be that the E.I.P. students were seeking a program.wherein they could be more indepen- dent and be able to come and go as they wished. The E.I.P. Senior Internship year would allow for more of this freedom than would the regular teacher education program. 89 4. It is concluded from the data that the E.I.P. needs are different from the college norm group of the E.P.P.S. As with the above conclusion, this conclusion is stated with some reservations. Since the t—test is not entirely appropriate to use with the E.P.P.S., one cannot state em- phatically that the differences between the two samples are really significant. However, it would appear that the E.I.P. students did have greater needs in the areas of order, intraception and abasement and lesser needs in the areas of achievement, affiliation, dominance and heterosexuality than did the college norm sample. As stated previously, there are conflicting studies concerning the need patterns of teacher candidates. If nothing else, this study points out the need for a separate norm group for teachers and teacher candidates. 5. On the basis of the TeaCher Education Inventory, it would appear that the female E.I.P. students were dif— ferent from the on-campus students in a number of ways. The E.I.P. students were older, their home backgrounds were different, and they attended different types of schools than did the on-campus sample. One very important difference between these two groups was that the E.I.P. students seem to have a higher concern for teaching and a higher degree of commitment to the field of teaching than did the on-campus sample. They seem to 90 have already made up their minds that teaching was for them when they entered the E.I.P. program. This degree of commit- ment is important for it explains to some degree why a higher percentage of them stay in teaching after graduation, as compared with the on—campus students. If this is the case, and the data seem to suggest that it is, then it may 22: be the program but rather the students that account for the high retention rate of the internship program. 6. Examination of the male E.I.P. student personality profile seems to suggest that the male E.I.P. student was more characteristic of the female E.I.P. student than he was of other college males. This is not to suggest that the male E.I.P. student is less masculine but rather to point out that the personality of a male elementary teacher may be different from other males. Another posSible conclusion concerning this data in relation to the male E.I.P. student is that the program itself may offer an alternative to males who wanted to be an elementary teacher but might otherwise have gone into secondary teaching or some other occupation. Regardless of the reasons, the males in the E.I.P. seemed to exhibit different need patterns than do other college males. Implications for Further Research This study was designed to make a preliminary inves— tigation of certain characteristics of persons who enter 91 the E.I.P° as their method of teacher education. Further research is needed in the areas of the candidates' values and other personality characteristics Which may distinguish them from other students. In addition, further research is needed to investigate the reasons why the E.I.P. student is more certain of his decision to be a teacher than is the on-campus student. Since the field of elementary education is attracting more men, there is the additional need for more descriptive data on the male elementary teacher. This is a relatively new field for males, and information about them is lacking in the literature. Finally, a follow-up of the students in this study would be fruitful to see what impact their respective pro- grams have had on their personality profiles. Do the stu- dents who are different now become more different after two years in different programs, or do they regress towards the mean and become more alike? This question warrants an empirical answer. BIBLIOGRAPHY Bishop, Clifford L. "The Activities of Intern Teachers.” School and Society, Vol. 70, No. 1806, 68-71, 1949. Bush, Robert N. ”The Formative Years.” The Real World 2: the Beginning Teacher (washington, D.C.: N.C.T.E.P.S., 1966). Coody, Ben E. and Hinely, Reginald T. ”A Validity Study of Selected E.P.P.S. Subscales for Dominating and Sub- missive Student Teachers.” Journal 2: Educational Research, 61:2, 59-61, 1967. Cook, walter W. ”Personality Characteristics of Successful Teachers,” American Association 2; Colleges for Teacher Education Yearbook, 1954. Cook, W. W); Kearney, Nolan; Rocchio, Patrick; and Thompson, Anton T. ”Significant Factors in Teachers' Classroom Attitudes.” Journal 2: Teacher Education, Vol. 7, 274- 279, 1956. Cook, W3'W.; Leeds, C. H.; and Callis, R. Minnesota Teacher Attitude Inventory Manual (New York: The Psycholog1cal Corporation, 1951). Corman, Bernard R. and Olmsted, Ann G. ”The Internship in the Preparation of Elementary School Teachers.” College of Education, Michigan State University, 1964. Dilley, N. E. ”Personal Values Held by College Students Who Enter a Teacher Education Program.” Journal 2: Teacher Education, 8:289-294, 1957. Downie, N. M. and Bell, C. R. ”A Validation Study of the Minnesota Teacher Attitude Inventory as an Aid in the Selection of Teachers.” Journalgf Educational Research, Vol. 46, 699-704, May, 1953. Durflinger, Glenn W) ”Academic and Personality Differences Between women Students Who Do Complete the Elementary Teaching Credential Program and Those Who Do Not.” Educational and Psychological Measurement, Vol. 23, No. 4, 775-783, Winter, 1963. 92 93 Edwards, A. L. Edwards Personal Preference Schedule: Manual (1959 revision), New York: PsyChological Corporation, 1959. Fulkeson, Glen. "A Resume of Current Teacher Personnel Research." Journal 2; Educational Research, 47:5, 669- 682, 1954. Fuller, Elizabeth M. ”The Use of Teacher—Pupil Attitudes, Self-Rating, and Measures of General Ability in Preservice Selection of Nursery School-Kindergarten-Primary Teachers.” Journal 2: Educational Research, Vol. 44, 675-686, May, 1951. Garrison, Karl C. and Scott, Mary H. ”A Comparison of the Personal Needs of College Students Preparing to Teach in Different Teaching Areas.” Educational and Psycho— logical Measurement, Vol. 21, No. 4, 955-964, 1961. Getzels, J. E. and Jackson, P. W) ”The Teacher's Person— ality and Characteristics.” Handbook.2f Research 2Q Teaching, N. L. Gage (Ed.), Chicago: Rand McNally and Company, 1963. Gillis, John. ”Personality Needs of Future Teachers.” Educational and Psychological Measurement, 24:3, 589— 600, 196K. Goldman, Harvey and Heald, James E. ”Teachers' Need Patterns and the Administrator.” Bulletin 2: the National Associ- ation 2: Secondary School Principals, Vol. 51, No. 323, 93-154, December, 1967. Haberman, Martin. ”A Comparison of Interns With Regular First Year Teachers.” Journal 2; Educational Research, Vol. 59, No. 2, 92-94, October, 1965. Haberman, Martin. ”The Teaching Behavior of Successful Interns.” Journal 2: Teacher Education, Vol. 16, No. 2, 215-220, June, 1965. Halliwell, Joseph W: "A Review of the Research Comparing the Teaching Effectiveness of Elementary School Teachers Compared in Intensive Teacher-Training Programs and in Regular Undergraduate Programs.” Journal 2: Teacher Education, Vol. 15, No. 2, 184-192, June, 196 . Hamachek, Don E. and Mori, Takako. ”Need Structure, Per- sonal Adjustment, and Academic Self Concept of Beginning Education Students.” Journal 2: Educational Research, Vol. 58, No. 4, 158-162, December, 1964. 94 Hays, William L. Statistics for Psychologists. Holt, Rinehart and Winston, New York, 1963. Hogan, Earl E. ”A Study of Differences in the Perception of Elementary Teacher Personality Structure.” Unpub- lished Ph.D. dissertation, Michigan State university, 1963. Houston, Robert W) "A Study of the Teaching Status of Graduates of the Elementary Intern Program at Michigan State University.” Unpublished report of the College of Education, Michigan State University, May, 1967. Jackson, Philip W) and Guba, Egon G. ”The Need Structure of In-Service Teachers: An Occupational Analysis.” The School Review, 65:2, 176-192, 1957. Jacobs, walter B. ”Practice Teaching for Secondary School Teachers at Brown University.” School and Society, 3:533-536, April 8, 1916. Kandel, I. L. ”An Experiment or a Revival.” School and Society, 76:75, August 2, 1952. Leeds, Carroll H. "A Scale for Measuring Teacher-Pupil Rapport.“ Psychological Monograph, Vol. 64, No. 312, 24, 1950. Leeds, Carroll H. ”The Construction and Differential Value of a Scale for Determining Teacher-Pupil Attitudes.” Unpublished doctoral dissertation, University of Minnesota, Minneapolis, Minnesota, 1946. ' Merrill, Reed M. "Comparison of Education Students, Success- ful Science Teachers and Educational Administrators on the Edwards Personal Preference Schedule.” Journal 2; Educational Research, Vol. 59, No. 1, 38-40, September, 1960. Nagle, Marshall. ”Evaluation of Student Growth During Internship.” Educational Administration and Supervision, Vol. 40, 65—74, February, I954. Newell, Clarence A. and Will, Robert F. ”What Is An Intern— ship?" School and Society Vol. 74, No. 1929 358-360 December, 1951. , , ’ Oana, Robert G. ”An Analysis of the Use of the Minnesota Teacher Attitude Inventory in a Preservice Program in Childhood Education.” Unpublished doctoral disserta- tion, Columbia University, 1964. 95 Rex, Ronald G. ”A Theory of the Internship in Professional Training." Unpublished Ph.D. dissertation, Michigan State University, 1961. Rocchio, Patrick and Kearney, Nolan C. ”Using an Attitude Inventory in Selecting Teachers.” The Elementary School Journal, Vol. 56:76, September, 1955. Sandgren, D. L. and Schmidt, L. G. ”Does Practice Teaching Change Attitudes Towards Teaching?” Journal 2; Educa- tional Research, Vol. 49, 673-680, 19 . Scandrette, Onas. ”Differential Need Patterns of W0men Elementary and Secondary Level Student Teachers." Journal 2: Educational Research, Vol. 8, No. 8, 376-379, May, 1962. Shaplin, Judson T. and Powell, Arthur G. ”A Comparison of Internship Programs.” Journal 2; Teacher Education, Vol. 15, No. 2, 175-182, June, 1966. Southworth, Horton C. ”A Study of Certain Personality and Value Differences in Teacher Education Majors Preferring Early and Later Elementary Teaching Levels.” Unpublished doctoral dissertation, Michigan State University, 1962. Stein, Harry L. and Hardy, James. ”A Validation Study of Minnesota Teacher Attitude Inventory in Manitoba.” Journal 2: Educational Research, Vol. 50, 321-338, January, 1957. Stiles, Lindley J. ”Internship for Prospective High School Teachers Being Trained in Universities.” Journal of Educational Research, Vol. 39, No. 9, 664-667, Ma :— 1946. W00dring, Paul. New Directions in Teacher Education. York: New Fund for the Advancemefit of Education, 1957. APPENDIX A TEACHER EDUCATION INVENTORY Michigan State University DIRECTIONS The information supplied by you in this instrument will be used for program improvement and research purposes only. It will in no way affect your grade or standing in the university. Your careful completion of the instrument is appreciated. Using a pencil, on the separate answer sheet blacken the Space beside the number which indicates your response. ’ren places for answers are available for each question, although most questions have fewer possible answers. Some questions have more than ten possible answers. In such cases, the questions have been assigned double-numbers. Example: (83-84) How many days are in February, 1968? To answer: Find item 83 on your separate answer sheet. Blacken the space beside the 2, " ' In item 84, blacken the space beside the 9. Thus, you indicate 29. Use the 10th position to represent 0. Example: (85-86) How many days are in the month of April? To answer: Find item 85 on your separate answer sheet and blacken the 3 space. In item 86, blacken the 10 space. Thus, you indicate 30. PLEASE ANSWER ALL QUESTIONS 96 (1) (2) (3.4) (5-6) (7) 97 -1- Sex: 1. Male 2. Female MSU Curriculum 1. 0n campus block - elementary education 2. On-campus block - Special education 3. EIP - elementary education a. EIP - special education The responses in this item describe where you are presently enrolled and where you will student teach. The responses marked 11 through 20 are for students presently in EIP (Elementary Intern Program). The remaining responses are for students enrolled on campus at hichigan State. 11. EIP A1pena.Area 16. EIP Lansing Area 12. EIP Bay-City Saginaw Area 17. EIP Livonia Area 13. EIP Battle Creek Area 18. EIP Macomb Area 14. E1? Grand Rapids Area 19. EIP Pontiac Area 15. EIP Highland Park-Detroit Area 20. EIP Port Huron Area 21. I am presently enrolled in the block and will not student teach winter term. I am an on-campus MSU student and will student teach winter term, 1968 in the following location: 22. Battle Creek Area 31. Saginaw-Bay City Area 23. Birmingham 32. hacomb County Area 24. Benton Harbor-St. Joseph Area 33. Traverse City Area 25. Flint Area 34. Greater Lansing 26. Grand Rapids Area Commuting Area 27. Jackson Area 35. Detroit Area 28. Livonia Area 36. Port Huron Area 29. Niles Area 37. Walled Lake Area 30. Pontiac Area For item (3-4) be sure you have answered one and only one of the answers coded 11 through 37. By filling in the appropriate positions of items 5 and 6 on the answer sheet indicate your age at your last birthday. Remember position 10 stands for 0. Type of community where you spent most of your pre-coilege years: 1. Metropolitan center (City of more than 500,000) 2. Suburban community close to a metrOpolitan center 3. City of 100,000 to 500,000 people 4. Suburban community adjacent to a city of 100,000 to 500,000 5. Medium size city (10,000 to 99,000) 6. Small town (2500 to 10,000) 7. Rural community (2500 or less) or on a farm. 98 -2- (8) Marital Status: 1. Single 2. Married 3. Separated 4. Divorced 5. Widowed (9) Marital Status of Parents: 1. Both alive and living together 2. Separated 3. Divorced 4. Widowed (10) Number of children: Use actual number if 1-8 children. 9. 9 or more children 10. I have no children or this item does not apply to me because I am single. (11) Type of elementary school (grades 1-8) attended: 1. Public 2. Parochial and/or Private 3. Both of the above (12) Type of High-school attended: 1. Public 2. Parochial and/or Private 3. Both of the above. (13) Size of High School Graduating Class: 1. Under 25 2. 25-99 3. 100-199 4. 200-399 5. 400-999 6. 1000 or over (14) College education: 1. All my college education has been at MSU. 2. Up to one year has been at another college. 3. One to two years have been at another college. 4. Two or more years have been at another college. (15) I have completed at least one year at a two-year college. 1. Yes 2. No (16-18) Present all-university grade point average: Example: if your GPA is 3.04 put a mark in the 3 position of item 16 on the answer sheet, a mark in the 10 position of item 17 on the answer sheet, a mark in the 4 position of item 18 on the answer sheet. Be sure and mark all 3 positions on the answer sheet. If you think your GPA is about 3.5 and you are not sure of the exact GPA mark positions to indicate 3.50, i.e., positions 3, 5, and 10. (19) (20) (21) (22) (23) (24) 99 -3- Father's Education 1. No formal education 2. At least some Grade School (elementary) 3. Attended High School but did not finish 4. Graduated from High School 5. Attended a Vocational or Trade School beyond 6. Attended College but did not graduate 7. Graduated from College 8. Attended a Graduate or Professional school 9. Attained a Graduate or Professional degree hother's Education: 1. No formal education 2. At least some Grade School (elementary) 3. Attended High School but did not finish 4. Graduated from High School 5. Attended a Vocational or Trade School beyond 6. Attended College but did not graduate 7. Graduated from College 8. Attended a Graduate or Professional school 9. Attained a Graduate or Professional degree Estimate of family's annual income: 1. Less than $5000 per year 2. $5000 to $7499 per year 3. $7500 to $9999 per year 4. $10,000 to $15,000 per year 5. More than $15,000 per year Indicate the number of children including yourself in the family from which you come. Include step-brothers and/or sisters if it applies. If 10 or more children are in the family use 10. At what age did you first think of becoming a teacher? 1. Before the age of 10 2. Between 10 and 13 years of age 3. Between 14 and 16 years of age 4. Between 17 and 18 years of age (In senior year of high school) 5. Since entering college (at 18 years or later) At what age did you definitely decide to become a teacher? 1. Before the age of 14. 2. At 14 or 15 years of age 3. At 16 or 17 years of age 4. Between 18 and 20 years of age 5. Since the age of 21 6. Haven't yet definitely decided to become a teacher (25) (26) (27) (28) (29) (30) 1130 -4- Which one of the following statements best describes the way you currently feel about a career in teaching? (Check only one.) 1. I don't know enough about teaching to know how satisfying I will find it. 2. It is not the most satisfying career I can think of, but it is a very practical one for me. 3. It is one of several careers which I could find almost equally satisfying. 4. It is the only career that could really satisfy me. Since you decided to become a teacher, have you ever had any doubts that this was the right decision for you? (Check only one.) 1. Yes, serious doubts. 2. Yes, some doubts, but not serious ones. 3. No, no doubts at all. Often, for a variety of reasons, people choose a certain career even though they would really prefer to enter some other occupation or career. If you had the opportunity to now make a choice, would you rather stay with teaching or would you choose another occupation or career? (Check only one) 1. I definitely would stay with teaching. 2. I would probably stay with teaching but only after weighing all of the pros and cons. 3. I would likely choose another occupation or career. 4. I would definitely choose another occupation or career. 5. I don't really know which I would do. Suppose you had some extra hours each week and could use them to take an extra course of your own choosing, to engage in additional social or recreational activities, or as added study time. Which do you think you would choose? (Check only one) 1. I'd take the extra course. 2. I'd take the time for additional social or recreational activity. 3. I'd use the time for additional study. Here are three kinds of jobs. If you had your choice, which would you take? 1. A job which pays a moderate income but which you are sure of keeping. 2. A job which pays a better than average income but which you have only a 50-50 chance of keeping. 3. A job which pays extremely well if you succeed, but one in which many people do not succeed. At what level would you like to begin teaching? (Check only one) 1. Kindergarten 2. Grades 1 through 3 3. Grades 4 through 6 4. Grades 7 or 8 5. Grades 9-12 (31) (32) (33) 101 -5- When do you expect you will first come to think of yourself as a teacher rather than as a student? (Check only one) 1. 2. 3. 4. ODVOUI I do right now During my student teaching During my year of internship After I receive my B. A. degree or (for on campus students) I do right now During my student teaching When I get my B.A. degree During my first year of full-time teaching If, without any further training, you now had to assume full responsi- bility for a classroom, how difficult do you feel it would be for you to do an adequate job? (Check only one) 1. 2. 3. 4. Very difficult. I seriously doubt I could do an adequate job Difficult. It would require a great deal of work on my part and some help from others, but I feel I could come to perform adequately. Somewhat difficult. I would probably have to work some harder than I would if I completed my training, but in general I could probably perform adequately ammost from the beginning. Not difficult at all. I feel that I already either know or could figure out what one needs to do in order to perform adequately as a teacher. Some people say that teaching is a profession, others say it is a quassi- profession, while still others say it is not a profession at all. To which of the following statements would your own view of the status of teaching most nearly correspond? (Check only one) 1. Teaching is definitely a profession. Entry into teaching requires a long period of highly specialized training and the practicing teacher has a large grant of both authority and responsibility which she is eXpected to exercise for the welfare of her students. Teaching is a profession. Entry into teaching requires college training, though not of a highly specialized sort, but the prac- ticing teacher has as much authority and responsibility for the welfare of the students as do those in other professions requiring even longer and more specialized training. Teaching is a quasi-profession. Entry into teaching, while it requires college level work does not require any real speciali- zation. Moreover, though the practicing teacher has considerable responsibility for the welfare of the students, her authority over them is relatively limited. Teaching is not a profession. The requirement of college training in order to teach is really unnecessary. Nearly any person with a high school education and a liking for children could teach, particularly at the elementary level. Further, school systems are usually so organized that teachers have only limited authority and responsibility for the children. Building and school system rules, teacher guidebooks, etc. tell the teacher pretty much what she is supposed to do. 102 -6- There are many reasons why people choose a particular job. Please rate each of the following job characteristics in terms of its importance to you in your choice of teaching as an occupation. Check only one for each item (34) through (54). Not Somewhat’ Very Extremely Job Characteristics Important Important Important Important Work that: (34) Provides opportunity to use my special aptitudes and abilities 1. 2. 3. 4. (35) Offers freedom from pressure to conform in my personal life 1. 2. 3. 4. (36) Absorbs my interests and holds my attention 1. 2. 3. 4. (37) necessitates keeping up with new and better ways of doing the job 1. 2. 3. 4. (38) Offers an Opportunity to be helpful to others 1. 2. 3. 4. (39) Affords a chance to exercise leadership 1. 2. 3. 4. (40) Offers me social standing and prestige in my community 1. 2. 3. 4. (41) Offers freedom from additional training requirements after graduation 1 o 2 o 3 o 4 o (42) Provides opportunity to work with people 1. 2. 3. 4. (43) Provides a chance to earn enough money to live comfortably l. 2. 3. 4. (44) Provides opportunity to be creative and original 1. 2. 3. 4. (45) Provides a chance to achieve recog- nition from others in my profession I. 2. 3. 4. (46) Provides opportunity to control my own working conditions .1. 2. 3. 4. (47) Offers freedom from close super- vision 1. 2. 3. 4. (48) Provides opportunity to have inter- esting and intelligent people for colleagues 1. 2. 3. 4. (49) Provides opportunity to help an individual child 1. 2. 3. 4. (50) Provides opportunity to help in the social development of children 1. 2. 3. 4. (51) Alles me long summer vacations l. 2. 3. 4. (52) Offers working hours the same as the hours my children are away from home 1. 2. 3. 4. (53) Provides a chance to "go back to it,” good insurance 1. 2. 3. 4. (54) Prevides opportunity to work in a pleasant environment 1. 2. 3. 4. Which two of the above were the most important factors in your choice of teaching? 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.0: A0055445000 M0O8Z0>ZH ZOH840000 0000408 00 0042200 APPENDIX C THE MANIFEST NEEDS ASSOCIATED WITH EACH OF THE FIFTEEN EDWARDS PERSONAL PREFERENCE SCHEDULE VARIABLES l. Achievement: To do one's best, to be successful, to accomplish tasks requiring skill and effort, to be a recognized authority, to accomplish something of great significance, to do a difficult job well, to solve diffi— cult problems and puzzles, to be able to do things better than others, to write a great novel or play. 2. Deference: To get suggestions from others, to find out what others think, to follow instructions and do what is expected, to praise others, to tell others that they have done a good job, to accept the leadership of others, to read about great men, to conform to custom and avoid the unconventional, to let others make decisions. 3. 93923: To have written work neat and organized, to make plans before starting on a difficult task, to have things organized, to keep things neat and orderly, to make advance plans when taking a trip, to organize details of work, to keep letters and files according to some system, to have meals organized and a definite time for eating, to have things arranged so that they run smoothly without change. 117 118 #. Exhibition: To say witty and clever things, to tell amusing jokes and stories, to talk about personal adven— tures and experiences, to have others notice and comment upon one's appearance, to say things just to see what effect it will have on others, to talk about personal achievements, to be the center of attention, to use words that others do not know the meaning of, to ask questions others cannot answer. 5. Autonomy: To be able to come and go as desired, to say what one thinks about things, to be independent of others in making decisions, to feel free to do what one wants, to do things that are unconventional, to avoid situ— ations where one is expected to conform, to do things with— out regard to what others may think, to criticize those in positions of authority, to avoid responsibilities and obli— gations. 6. Affiliation: To be loyal to friends, to partici— pate in friendly groups, to do things for friends, to form new friendships, to make as many friends as possible, to share things with friends, to do things with friends rather than alone, to form strong attachments, to write letters to friends. 7. Intraception: To analyze one's motives and feelings, to observe others, to understand how others feel about prob— lems, to put one’s self in another's place, to judge people 119 by why they do things rather than by what they do, to analyze the behavior of others, to analyze the motives of others, to predict how others will act. 8. Succorance: To have others provide help when in trouble, to seek encouragement from others, to have others be kindly, to have others be sympathetic and understanding about personal problems, to receive a great deal of affec- tion from others, to have others do favors cheerfully, to be helped by others when depressed, to have others feel sorry when one is sick, to have a fuss made over one when hurt. 9. Dominance: To argue for one's point of view, to be a leader in groups to which one belongs, to be regarded by others as a leader, to be elected or appointed chairman of committees, to make group decisions, to settle arguments and disputes between others, to persuade and influence others to do what one wants, to supervise and direct the actions of others, to tell others how to do their jobs. 10. Abasement: To feel guilty when one does something wrong, to accept blame when things do not go right, to feel that personal pain and misery suffered does more good than harm, to feel the need for punishment for wrong doing, to feel better when giving in and avoiding a fight than when having one's own way, to feel the need for confession of errors, to feel depressed by inability to handle situations, 120 to feel timid in the presence of superiors, to feel inferior to others in most respects. ll. Nurturance: To help friends when they are in trouble, to assist others less fortunate, to treat others with kind— ness and sympathy, to forgive others, to do small favors for others, to be generous with others, to sympathize with others who are hurt or sick, to show a great deal of affection toward others, to have others confide in one about personal problems. 12. Change: To do new and different things, to travel, to meet new people, to experience novelty and change in daily routine, to experiment and try new things, to eat in new and different places, to try new and different jobs, to move about the country and live in different places, to participate in new fads and fashions. l3. Endurance: To keep at a job until it is finished, to complete any job undertaken, to work hard at a task, to keep at a puzzle or problem until it is solved, to work at a single job before taking on others, to stay up late working in order to get a job done, to put in long hours of work without distraction, to stick at a problem even though it may seem as if no progress is being made, to avoid being interrupted while at work. 14. Heterosexuality: To go out with members of the opposite sex, to engage in social activities with the oppo— site sex, to be in love with someone of the opposite sex, 121 to kiss those of the opposite sex, to be regarded as physi— cally attractive by those of the opposite sex, to partici- pate in discussions about sex, to read books and plays involving sex, to listen to or to tell jokes involving sex, to become sexually excited. 15. Aggression: To attack contrary points of view, to tell others what one thinks about them, to criticize others publicly, to make fun of others, to tell others off when disagreeing with them, to get revenge for insults, to become angry, to blame others when things go wrong, to read newspaper accounts of violence. “'TITr'IlLlHILfij ATE UNIVER Ill 93 030 m SIT Y LIBR 6 6704 MW M...