A STUDY OF CHANGE EN TEACHER“ “TUBES EH SW; AREAS SELFaEXPRég‘SED AT IONS AS AFFECTED BY GE; HUMAN RELAY A UNWEMETY S‘EAFFED WGRWHGP That: {‘09 “to Dogma o{' pk. D. MECEEEILN STATE UKE‘VERSPTY Richard Lewis Newtsom i968 o, IMFTITHITTwil‘imlll'fl ,x. .0 —_1! WIJWI LIBlARY This is to certify that the thesis entitled A STUDY OF CHANGE IN TEACHERS' SELF EXPRESSED ATTITUDES IN SIX AREAS OF HUMAN RELATIONS AS AFFECTED BY A UNIVERSITY STAFFED WORKSHOP presented by Richard Lewis Newtson has been accepted towards fulfillment of the requirements for Pth. degree in Curriculum Major professor ' Date August 1, 1968 01169 ABSTRACT A STUDY OF CHANGE IN TEACHER' SELF-EXPRESSED ATTITUDES IN SIX AREAS OF HUMAN RELATIONS AS AFFECTED BY A UNIVERSITY STAFFED WORKSHOP by Richard Lewis Newtson The purpose of the study was to determine if university staffed curriculum workshops stimulate a change toward posi- tive attitudes in six areas of human relations: the profes- sion. other teachers, the principal, the students, the school and the community. and to determine if there was a relation- ship between the seven selected variables of (a) sex, (b) number of years taught, (c) number of years taught in present school system. (d) level of teaching assignment. (e) teacher's perception of staff morale. (f) preparation for a new teaching environment, and (g) length of formal educational preparation and the measured change. The requests’of two Michigan school systems to Michigan State University for year long curriculum workshops in the fall of 1967 provided the opportunity for the study. Two public school systems were selected for control groups approx- imately equal in size, geographical location and financial resources. The number of school buildings involved in the study were ten elementary and eight secondary for a total of eighteen. The 350 teachers involved represented approximately equal numbers of elementary and secondary teachers. . The instrument used to measure the teachers attitudes (Walker's-Teacher Human Relations Questionnaire) was dis- Richard Lewis Newtson tributed to the four participating schools in the fall of 1967. The THRQ was completed by the teachers, collected by a designated teacher representative in each building and forwarded to the researcher. The curriculum workshops were conducted throughout the winter in the eXperimental school systems. In May of 1968 the same procedure used to obtain the pro-test data was repeated. The useable number of matched returns was 255 (72.8%), including 112 teachers from the experimental schools and 143 teachers for control schools. The statistical methods used included the one way analysis of variance for the change scores obtained for the six areas of human relations tested and the total change score for both the workshop participants and the non-parti- cipants. The seven variables were checked to determine the degree of relationship between the variables for participant and non-participant workshop teachers by the Pearson Product- Moment correlation method. A The variables indicating signifi- _cance at the .05 level were then further tested by means of the two way analysis of variance with unequal frequencies. The statistical analysis of the data led to the con- clusion there is no significant relationship between the self-eXpressed attitudes of teachers participating in a school-wide curriculum workshop and the self-exPressed attti- tudes of those teachers not participating in a workshop. This proved true for the six sub-test scores as well as the total instrument score. Richard Lewis Newtson The analysis of the data provided evidence for the conclusion that teachers' sex, number of years taught, num- ber of years taught in the system, level of teaching assign- ment, and perception of staff morale does significantly effect their self-eXpressed attitudes in the six areas of human relations measured. The teachers' sex. level of teaching and perception of staff morale were significantly related to attitude change in three areas of human relations. attitude toward the principal. attitudes toward the school and total attitude. A STUDY OF CHANGE IN TEACHERS' SELF-EXPRESSED ATTITUDES IN SIX AREAS OF HUMAN RELATIONS AS AFFECTED BY A UNIVERSITY STAFFED WORKSHOP By Richard Lewis Newtson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1968 é 5‘ 3 L f; ./ :2 /7/97 A CKNO WLE DGIUENT S The writer wishes to acknowledge the assistance of the many individuals that made this study possible. A Special note of appreciation is extended to Dr. Troy L. Stearns, committee chairman, for his thoughtful guidance and counsel which proved to be of immeasurable value through- out this study and the total doctoral program. The other members of the committee, Dr. James B. McKee, Dr. George R. Meyers. and Dr. William J. Walsh have also been of great assistance in advising and in planning throughout the program that led to this study. The writer also wishes to gratefully acknowledge the general helpfulness so graciously provided by Dr. Dale V. Alam to move the study to completion and Mr. Lawrence Lezotte for his statistical advice and assistance. Above all, the writer offers his acknowledgment of the patience, support and constant understanding of his wife. June. 11 Acknowledgments . . List of List of CHAPTER I. II. III. IV. Tables . . Appendices INTRODUCTION Statement of the Problem TABLE OF CONTENTS Significance of the Study Definition of Terms . Hypotheses Tested . REVIEW OF THE LITERATURE Similar Studies . Teacher Attitudes . Use of the Workshop . Miscellaneous Factors Teachers' Summary 0 Attitudes Influencing PROCEDURES USED FOR COLLECTION OF DATA Selection of the Sample . Instrumentation . Administration of the I and Collection of the Data . Statistical Hypotheses Method of Analysis Summary . ANALYSIS OF THE DATA . Statements Of Acception Rejection for Null Hypotheses Discussion Summary . iii 01' nstrument O O 9 Page ii vi H VUtUN 10 13 19 21 23 25 25 26 28 29 33 36 CHAPTER I Page V. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . 57 57 Summary . . . . conOIUS10nS O O O O O O C O O O O O O O O O 63 Discu881on O O O O O O O O O O O O O O O O 0 6“ Implications for Future Study . . . . . . . 66 BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O 0 O 68 APPENDICES O O O O O O O O O O O O O 0 O O O O O O O O 73 iv LIST OF TABLES TABLE Page 3.1 Number of Teacher Human Relations Question- naires Distributed, Number Returned. Per- centage Returned and Number Matched and Percentage Matched from the Eighteen Schools Used in the Study . . . . . . . . . . 35 4.1 Significance of Probability of F Statistics for the Six Areas and Total Change Score of the Human Relations Questionnaire Between the WorkshOp Participants and Non-Participants in the Workshop . . . . . . 38 4.2 A Comparison of Mean Scores of Participants and Non-Participants in the Workshop . . . . 40 4.3 Correlation Coefficients of Selected Vari- ables Computed by the Pearson Product- : moment MethOd O O O O C C O O O O O O 0‘ O O O 1+2 4.4 Pre-Test. Post-Test and Change Mean Scores of Male and Female Teachers in Their Self-EXpressed Attitudes Toward Their Principal. for Workshop Participants and Non-Workshop Participants . . . . . . . . . . 44 4.5 Pre-Test, Post-Test and Change Mean Scores of Elementary and Secondary Teachers in Their Self-Expressed Attitudes Toward Their Principal, for Workshop and Non- Workshop Participants . . . . . . . . . . . . 47 4.6 Pre-Test. Post-Test and Change Means of Teachers Perceiving Morale Staff as High, Average or Low in Relationship to Their Attitude to Their Principal . . . . . . . . . 49 4.7 Pre-Test, Post-Test and Change Score Means of Teachers Perceiving Morale Staff as High, Average or Low in Relationship to Their Attitudes Towards School . . . . . . . 50 TABLE Page 4.8 Pro-Test. Post-Test and Change Score Means of Teachers Perceiving Morale Staff as High. Average or Low in Relationship to Their Total Attitudes Scores . . . . . . . . 51 4.9 Summary of Acceptance and Rejection State- ments for Null Hypotheses . . . . . . . . . 55 vi LIST OF APPENDICES APPENDIX Page A. The Teachers Human Relations Questionnaire . 73 B. Teachers Personal Data Sheet . . . . . . . . 79 C. Analysis of Variance Table for Workshop Participants and NonéParticipants . . . . 80 vii CHAPTER I: THE PROBLEM Introduction The improvement of school curriculum today has a dual thrust. The two areas may be generally classified under the headings of technology and human understandings and relation- .ships. School personnel have long realized the value and power of each. The general impetus for this study was pro- vided by concern that the development of human relations keep pace with the advancements of technology. The first effort was to ascertain the current status of teacher attitudes in a sample pOpulation, apply "treatment" and measure the effect. The teachers in the sample used were not isolated from the various factors that might well effect their attitudes in the area of human relations. but the eXperimental group did have the experience of a school-wide curriculum workshop staffed by university personnel while the control group did not. Recent research has indibated that teachers' attitudes tend to become more negative as the school year progresses.1 Teachers are receptive to improvement of personal-social 1Vynce A. Hines and William M. Alexander. h3chool Self-Evaluations and Curriculum Chan e. Washington. U. S. DepartmenE o THeaIth and EducatIon and Welfare: Office of Education. 1966. 2 relationships in a workshop setting.2 Alam's3 study found that schools involved in curriculum study with university staff help were likely to be less negative in their human relations attitudes. The university staffed curriculum workshop contained both elements that were apparently con- ducive to positive teacher attitudes. The opportunity for this study was provided by the requests of two Michigan public school systems to Michigan State University for curriculum workshOps. The workshOps were conducted in the systems for the school year 1967-68. The workshops were staffed with university personnel com- mitted to the value of positive human relations. Two con- trol school systems were selected of approximately equal, size, geographical location and resources. The staffs of each school in the experimental and control school systems were requested to complete human relations questionnaires prior to the workshops in October of 1967 and again at the conclusion of the workshops in May of 1968. Statement of the Problem Current practice indicates that many public schools 2Newton C. Hodgson. "Attitudes of Teachers Toward Certain Inservice Training Activities In a Georgia County." Unpflblished doctoral dissertation. Ohio State University. 195 . ' 3Dale V. Alam. "The Relationship Between School Self-Evaluation Procedures and Changes in Teachers' EXpressed Attitudes in Six Areas of Professional Human Relations." unpublished doctoral dissertation, University of Florida, 1966. 3 and university staffs of Michigan are deeply committed to the use of "university consultants" and workshops staffed by university personnel both in Specific academic areas and in general curriculum.“ The obvious specific goal of greater teacher competence in the specific disciplines is measurable by such methods as written examinations or observation of increased usage of the materials and methods introduced. The fostering and maintenance of positive attitudes in the area of human relations. while not as readily measured. is also of basic importance. The Specific purposes of this study were to determine if university staffed curriculum workshops stimulate a change toward positive attitudes in six areas of human relations; the profession. other teachers. the principal. the students, the school and the community. and to determine if there was a relationship between the seven specific variables of (a) sex. (b) number of years taught. (c) number of years taught in present school system. (d) level of teaching assignment. (e) teacher's perception of staff morale. (f) preparation for a new teaching environment. and (g) length of formal educational preparation and the measured change. Significance of the Study The areas of government. industry. and education have “Frederick S. Bailey. "A Follow-up Study of Opinions Held by Students. Faculty and Administrators About Off-Campus University Credit Courses." Unpublished doctoral disserta- tion. Michigan State University. 1965. u long been aware of the vital importance of good human rela- tions. The current national and world scene focuses atten- tion even more sharply on this societal need. Rapid tech- nological advancements. increased population density. and changing political structures seem to be outstripping the ability of individuals to cope effectively with their environ- ment. at least in relation to their fellow man. Are the needs for cooperative planning and sensitivity to individual and group needs being met? In their intensive efforts to keep pace with the knowledge eXplosion it is possible that school personnel have tended to rush over the need for preparing the earth before planting the seeds. The prospective learner must have positive attitudes towards learning and feel the support of his teachers and peers to really progress in both knowledge and fulfillment. The large volume of research in the areas of perceptual psychology. attitude change theory. and group interaction have provided educators with tools of great potentiality for growth in human understanding and relationships. These tools are of relatively little value if they are not effectively explored and used. The basic importance of this study is to attempt to ascertain if university staff members are effectively implementing the verbalized goal of helping teachers to achieve positive attitudes in the area of human relations in order that they may more adequately fulfill the needs of our society. This study could serve to: (a) Indicate the value of university staffed workshOps 5 in improving teacher human relations attitude. (b) Alert university personnel to the need for more precise planning and implementation in their attempts to improve teacher attitudes. (c) Point out to school administrators the current status of teacher attitudes. (d) Indicate to teachers the areas of human relations that need their attention for self growth. Operational Definition of Terms University staffed school-wide curriculum workshop A university staffed workshop open to all school staff members (K through 12) but with attendance optional on the part of the teachers. ‘i ' Change toward positive attitudes The change metalsured by movement toward the positive end of the attitude scale used. Teachers' eXpressed attitudes This term is used to denote the measurement of the teachers' attitudes as recorded by the instrument used. (Walker'sdTeacher Human Relations Questionnaire). Teachers not participating in a curriculum workshop All teachers in both the experimental and control schools that chose not to attend the curriculum workshOps during 1967-68. Total teachipg egperience Refers to the total number of years as an active teacher. a. Greater total teaching refers to those teachers with more than ten years of teaching service. b. Lesser total teaching refers to those teachers with less than ten years of teaching service. Total teachipg experience in their current school system This phrase is used to indicate the total number of years as an active teacher in the school system. a. Greater--those teachers with more than ten years total teaching time in the school system. b. Lesser--those teachers with less than ten years total teaching time in the school system. New teaching_environment Some secondary teachers in one experimental and one control system are scheduled to move to a new high school building in the fall of 1969. This group was designated as those planning for a "new teaching environment." Level of teaching assigppent Refers to the levels of either elementary or secon- dary. a. Designated elementary if teaching in grades kindergarten through sixth. b. Designated secondary if teaching in grades seven through twelve. O 7 Formal educational preparation The degrees earned by the teacher. such as Bachelor of Arts. are taken to be the formal educational preparation. a. b. Greater formal educational preparation refers to teachers having graduate work beyond the Bachelor's degree. Limited formal educational preparation refers to teachers with the Bachelor's degree or less. Hypotheses Tested Hypothesis #1 More teachers participating in a school-wide university staffed curriculum workshOp express change toward positive attitudes in the six areas of human relations measured by the Teacher Human Relations Questionnaire than teachers not par- ticipating in such a workshop. Sub-Hypotheses: a. b. C. More teachers participating in university staffed - schbol-wide workshops express change toward posi- tive attitudes toward the profession than teachers not participating in such a workshop. More teachers participating in university staffed school-wide workshOps eXpress change toward posi- tive attitudes toward other teachers than teachers not participating in such a workshop. More teachers participating in university staffed school-wide workshops express change toward positive d. f. 8 attitudes toward the principal than teachers not participating in such a workshop. More teachers participating in university staffed school-wide workshOps express change toward posi- tive attitudes toward the students than teachers not participating in such a workshop. More teachers participating in university staffed school-wide workshops eXpress change toward posi- tive attitudes toward the school than teachers not participating in such a workshop. More teachers participating in university staffed school-wide workshOps express change toward posi- tive attitudes toward the community than teachers not participating in such a workshop. Hypothesis #2 Teachers' self expressed attitudes will vary in rela- tion to the seven variables of (a) Sex. (b) Length of teach- ing eXperience. (c) Length of teaching time in system. (d) Level of teaching assignment. (e) Perception of total staff morale. (f) Preparation for a new teaching environment. (g) Length or formal educational preparation. Sub-Hypotheses: Bo Male teachers of both secondary and elementary level will express less change toward positive attitudes than female teachers. Fewer teachers with greater total teaching experience will eXpress change toward positive 9 attitudes than teachers with lesser. c. Fewer teachers with greater total teaching time in their current school system will express change toward positive attitudes than teachers with lesser total teaching time in the school system. d. More elementary teachers (K-6) will express change tOward positive attitudes than will secondary teachers (7-12). e. Teachers perceiving the total staff morale as high will express more change toward positive attitudes than teachers that perceive the total staff morale to be low. f. More secondary teachers (9-12) preparing to move to a new teaching environment will eXpress change toward positive attitudes than those not preparing for a movement to a new teaching environment. 8. More teachers with greater formal educational preparaticn will express change toward positive attitudes than teachers with limited formal edu- cational preparation. In Chapter II. the literature pertinent to the null hypothesis tested is reviewed. The design of the study will be presented in Chapter III. The method used to analyze the data is given in detail in Chapter IV. Chapter V will con- tain the summary. conclusions. and implications for future Study. CHAPTER II: REVIEW OF THE LITERATURE The review of the literature in this chapter focuses first on similar studies. second on research related to teacher attitudes. their impact on effective teaching. human relationships. and curriculum improvement. and third on the use of workshops as a means of in-service training. Similar Studies While no study was found with all the characteristics 1 and Hines and of this research. the recent studies of Alan. Alexander2 are similar in some aspects and pointed out the need for further investigation. The Alam study sought to determine if school faculties engaged in self-evaluation studies experienced attitude shifts over time to a lesser degree than those faculties not engaged in the self-evaluation process and to determine the extent of attitude shifts over time for all teachers involved in the study. 1Dale V. Alan. "The Relationship Between School Self- Evaluation Procedure and Changes in Teachers' Expressed Atti- tudes in Six Areas Of Professional Human Relations." Unpub- lished doctoral dissertation. University of Florida. 1966. 2Vynce A. Hines and William M. Alexander. Hi h School Self-Evaluations and Curriculum Chan 6. Washington. . 5.: U. S. DeparEmenE 0? ea an EducaEIon. and Welfare: Office of Education. 1966. 10 11 The research was conducted in Florida during the 1965- 66 school year. Of the twenty-one secondary schools involved ten were designated as experimental since they were engaged in Southern Association accrediting or reaccrediting proce- dures. Four of the experimental schools were using univer- sity personnel in the self-evaluation procedures while another four schools. in the experimental group. were using only local and county personnel as resources. The following null hypotheses were all accepted: 1. Teachers' expressed attitudes. as measured by the Teacher Human Relations Questionnaire. are not effected by involvement in the self-evaluation process 0 2. The type of Organizational method used by a school in the self-evaluation process. as mea- sured by the Teacher Human Relations Question- naire. has no effect on the eXpressed attitudes of teachers. 3. Teachers' eXpressed attitudes toward the profes- sion. other teachers. the principal. the students. the school. and the community. as measured by the Teacher Human Relations Questionnaire. are not affected by the self-evaluation process. A final null hypothesis tested was as follows: In general. for the period included in this study. the expressed attitudes of teachers. as measured by the Teacher Human Relations Questionnaire. do not change as the year progresses. This hypotheses was rejected. Further analysis pointed out: . . . "Teachers' expressed attitudes toward the students represented the greatest shift. This was significant at the 1 per cent level of confidence. Expressed attitudes toward the principal. toward other teachers and the total professional attitude shifts were 12 significant at the 5 per cent levels of confi- dence. The remaining subtests. expressed attitudes toward the school. the community. and the profession. were not significantly differeng from the first test period to the second.” The findings also revealed three of the four experi- mental schools using university conducted self-evaluation processes showed a favorable shift in attitudes. This favorable shift. Alam suggests. should be examined further to determine under what conditions university sponsored courses are effective in promoting favorable attitude shifts. Alam also suggested investigation of the value of our- riculum workshOps without the required accrediting factor. The Hines and.Alexanderu study was made under a con- tract with the Office of Education. U. S. Department of . Health. Education. and Welfare. Their extensive research was conducted over a period of five years from 1962 through 1967. A portion of their research was directed towards determining the extent of curriculum change when schools are engaged in self-study programs for accredition. One result of this section of their study of particular interest was: “The number of curriculum.chan es varies accord- Eo ERe meEhod o? self-sfud. EIgREeen sc co 8 w c FEE no ou’EsIde Help during their self-study reported 426 changes. with a mean of 23. 7 per school. The 13 schools with outside consultative help reported 395 changes. or a mean of 30. 4 per school. The 15 schools which had faculty members registered for the univer- 3Alain. pp. cit.. p. 60. 4Hines and Alexander. pp, cit.. p. (title page). 13 sity laboratory course reported 558 changes. or a mean of 37.2 per school.“ "Schools with consultative help had 26.6 per cent more changes than schools without consul- tants. Schools with university courses had 22.“ percent more changes than schools with consultative help. and 57.0 percent more 5 changes than schools without outside help." The study also reported using Walker's Teacher Human Relations Questionnaire in a pre and post-test situation with a significant loss in teachers' attitudes scores between the initial and final testing. Under the "Recommendations for Further Study" the researchers posed the following question: "Why does teacher morale tend to go down over the course of a school year in most schools? It remanns steady or goes up slightly in some schools. What is different about these schools? A possible clue might be further investigation of the impact of the field laboratory course on the school faculty. Five of eight schools with the field laboratory course in Alam's study and this one reported gains on the THRQ. Those which lost ground were in a system all of whose schools were banned from an official visiging committee by accrediting association." Teacher Attitudes The realization of the extensive influence attitudes play in all life's eXperiences emphasizes the need for posi- tive attitudes. As Allport's definition of an attitude stated: 5anes and Alexander. 22, cit.. p. 16. 6Hines and.Alexander. 22, cit.. p. 61. in "An attitude is a mental and neural state of readiness. organized through experience. exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related." Gage in describing behavior and attitudes which placed teachers at the desirable and of the scale for teach- ing effectiveness stated: "Teachers at this desirable and tend to behave approvingly. acceptantly. and supportively: they tend to Speak well of their own pupilg. pupils in general. and people in general.“ This aspect of teaching effectiveness is postulated by some to be of even more importance to teachers of the disadvan- taged. For example the Coleman report stated that teacher characteristics accounted for a "Higher proportion of vari- ation in student achievement than did all other aSpects of the school combined. excluding the student body character- 181:108. ”9 The Report of the Civil Disorder Commission stated. "Studies have shown the attitudes of teachers have very powerful impacts upon educational achievement."10 7Carl M. Murchison (ed.). Handbook on Social Ps - chogogz. ”Worcester. Massachusettsm University rose. 9 e P0 50 8Nathaniel L. Gage. "Can Science Contribute to the Art of Teaching." Phi Delta Kappan. (March. 1968). p. #01. 9James S Coleman et al ggualitz of Educational 0 9 e _ ortunit . Washington. D. C.: . . epartment of Health. gfiucation. and Welfare: Office of Education. 1966. p. 12. 10 He ort of the Nati na .Adviso Commission on Civil Disorders. Few firE. New YorE: Weis. ”58.15. 52% 15 Amidon and Flanders'11 studies suggest teachers should be exposed to some type of human relations training since children gained more if teachers possess skills in human relations. They also pointed out that although there are many patterns of teaching behavior. a positive attitude toward the student was essential for any pattern to be suc- cessful. The relationship of a teacher as a fully functioning person or psychologically healthy person with desirable attitudes and values were investigated by Dandes with the following conclusion: "The relationship is as predicted: the greater the psychological health. the greater the pos- session of attitudes andzvalues characteristic of effective teaching." The value of a positive attitude towards self in teach- ing as well as in other fields of endeavor has served as a central theme for many writers such as Rogers.13 Combs.1u and Jersild.15 Combs. using the word helper to describe an effective teacher states: 11Edmond J. Amidon and Ned A. Flanders. % Manna or Understanding and Improving Teachers' Classroom _ghavIo . Minneapo 8: Paul S. on EEETXssoc a es. ncorporate . 1963. p. 61. 12Herbert M. Dandes. "Psychological Health and Teaching Effectiveness." Journal g§_Teacher Education. XVII (Fall. 1966). p. 305. H 13Carl R. Rogers. On Becomin ELPerson. Boston. Massachusetts: Houghton MITfIIn Company. 155$. 1"Arthur Wright Combs. The Professional Education 2; Teachers. Boston: .Allyn and Bacon. . 15Arthur J. Jersild. When Teachers Face Themselves. New York. New York: Teachers College. Columbia University. 1955. 16 "For example. it has been found that helpers can be distinguished from.non-helpers on the basis of their attitudes. feelings. purposes. and theiféconceptions of themselves and others." The attitude one has towards self is reflected in the attitude one has toward others. compel? points out that effective teachers see people as worthy. Some educators recognizing the importance of positive attitudes on the part of teachers have sought to measure attitudes of student teachers prior to experience on a full time basis. One such effort to determine student teachers! attitudes has been published by Lipscomb.18 Lipscomb's study. conducted at Indiana University. measured an elementary student teachers' attitude change during their student teaching period and found #1 students did have a statistical significant attitude shift even though no specific program was used to achieve this shift. Hoover and Schutz19 did make a systematic effort to alter student teacher attitudes by emphasizing recognition and evaluation of basic assumptions. Their efforts met with 1.600me. 220 Cite. p. 180 171bid.. p. 55. 18Edra E. Lipscomb. "Study of the Attitudes of Students Teachers in Elementary Education." The Journal of Educational Research. LX (December. 1966). p.'13§.* 19Kenneth Hoover and Richard Schutz. "Student Attitude Change in an Introductory Educational Course." The Journal of Educational Research. LXI (March. 1968). p. 301. 17 partial success with some attitudes toward assumptions such as "dirty. lazy students." "being proved wrong." "Negro." "lower class values." and "Marxism" changing in a positive direction. while attitudes towards some concepts such as "fixed absolute facts" and "conformity" moved in a negative direction or were considered less desirable. Lane and Beauchamp take the position: ". . . most human learning does not result from deliberate conscious instruction but rather the interrelationships of humanZBeings as they develop in social situations." Combs pointed out: "Teaching is a human relationship."21 He eXpanded this into the profound effect the teacher produces by their relationship with the child. A.panel of high school students22 voicing the teacher characteristics they felt most conducive to effective teaching to a workshop of teachers listed human relation skills at the top. Barman stressed that school relationships are brief. therefore quality relations are imperative: ". . . relations that are dynamic. inspiring. warm-relations which evoke a positive co-reSponse."23 2oHoward A. Lane and Mary Bauchamp. Human Relations in Teaching. En lewood Cliffs. New Jersey: Prentice-Hall Tficorpora ed. 19 5. p. 70. 2I'Combs. 22. 312.. p. 21. 22West Branch Mighigan High School Panel. January. 1968. 23Louise Berman. New Priorities in the Curriculum. Columbus. Ohio: Charles E. Merrill FuBITEHIHE Company. 1968. p. 7 . 18 Smith. Stanley and Shores point out: "What any group of individuals can do in a given situation depends in large measure upon how they feel toward one another. toward their superiors. and toward the Job itself. . . Likewise. their attitudes toward change will be related to the way they perceive the human situation in which they work. It is therefore necessary for effective curriculum development. that human relations existing in the schoo% system be known as accurately as possible. h Banning reinforced the above concept in her study of teachers! attitudes toward curriculum change with the con- clusion: "Without the favorable attitudes of teachers and their active personal interest as coopera- tive members of the group. change in curricu- lum seems likely 53 be superficial or at least temporary." Studies such as Gay's26 have focused on Specific human rela- tions areas as parent-teacher. pupil-teacher relationships and concluded if these relationships did not encourage teachers they would become barriers to curriculum develop- ment 0 2“cthauel B. Smith. William 0. Stanley and J. Harlan Shores. Fundamentals of Curriculum.Develo ment. Yonkers- On-Hudson. New York: W3rId Book Company. E937. p. #88. 25Evelyn I. Banning. "Teacher.Attitudes Toward Cur- riculum Change: The Effect of Personal Relationships on the Degree of Favorableness." J urnal g§_Experimental Edu- cation. 23:3 (December. 195#). p. 153. 26Donald F. Cay. "Selected Teachers' ExPressed Judgments Concerning Barriers to Curriculum Improvement." Unpublished doctoral dissertation. University of Florida. (1960). 21:2608. ' 19 Use of the Workshop ' .A possible direction for reinforcing or improving teachers' positive attitudes is suggested in the following publications. The sustained interest in the workshop as a powerful tool is evidenced by the support reported in this brief review beginning in 1951 until the present date. Kelley reported. in his book. 1113 Workshop 3131 91, Learning. the workshop evaluation results indicated the workshop had helped change attitudes or helped people acquire new attitudes: nChanges in attitudes and feelings toward human beings as such is one of the most common and most important of our (workshops) outcomes."27 Six years later O'Rourke and Barton remarked with con- tinued enthusiasm: "The workshop is revitalizing the whole concept and practice of in-service education."28 In 1963 Charles R. Lewin. Jr.29 made several recomp mendations drawn from his survey. They included teacher participation in curriculum improvement. use of consultants. and workshops. Lewin concluded in-service education which 27Earl c Kelle I . y. The Worksho Wa of Learnin . New York. New York: Harper and Brothers. 1931. p. 115. 28 Mary A. O'Rourke and William H. Barton. Worksho s for Teachers. New York. New York: Appleton-Century. Crofts. T537. p. 93. 29Charles R. Lewin. Jr. "In Service Education in Relation to Curriculum Development: Trends and Recommended Programs in Secondary Schools." Unpublished doctoral dis- sertation. University of Southern California. 1963. 20 disregarded human relationships were ineffective. Hodgson's30 survey also indicated teachers as a whole prefer workshops as a means of improving personal-social relationships. He noted however. that according to his results women value in-service activities higher than man. When attempting to Judge the effectiveness of the workshops as a means for in-service training. Karbal31 found the greatest gain to be in help given the inexperienced teacher. human relations area. school organization and classroom management. The study conducted by Bailey32 in 1965 found Michigan students favored off campus courses because of the instructors attempts to make courses "practical" and their accessibil- ity. A comparison of shifts in emphasis in in-service edu- cation from 1950 to 1966 was published by Mail in.2gghggg Elementary Curriculum. Among the large volume of material presented was noted the "utilization of consultants"33 which ranked second in the procedures for in-service education 30Newton C. Hodgson. "Attitudes of Teachers Toward Certain Inservice Training.Aotivities in a Georgia County." Unpfiblished doctoral dissertation. Ohio State University. 195 . . 31Harold T. Karbal. "Training of Teachers." Unpub- lished doctoral dissertation. Wayne University. 1963. 32Frederick D. Bailey. "A Follow-up Study of Opinions Held by Students. Faculty and Administrators about Off-Campus University Credit Courses." Unpublished doctoral disserta- tion. Mighigan State University. 1965. 33Alexander Frazier (ed.). The New Elementar School. Washington. D. C.: Association for*§5§ervIsIon and Curr cu- lum Development. 1968. p. 79. 21 section used in 1966. and showed the largest gain from 1956 of the various procedures used. Miscellaneous Factors Influencing Teacher Attitudes Beldsoe and Brown'sBu study of 175 secondary teachers in Georgia schools used instruments to obtain ratings from both pupils and teachers. This Georgia study contained the following information pertinent to this study. a. Female teachers have a tendency to see themselves as more motivators and counselors than male teachers. _ b. Pupils eXpressed favorable attitudes toward the female teachers. c. The older and more experienced teachers favored the role of counselor and motivator. rather than information given or disciplinarian. d. From the pupils viewpoint eXperienced teachers were more knowledgable and.poised than younger teachers. An unpublished dissertation by William E. North35 rejected the hypothesis that there is a positive relationship between the number of years of teaching experience and teachers! atti tudes e 3“Joseph C. Bledsoe and Iva D. Brown. "Role Perceptions of Secondary Teachers as Related to Pupils Perception of Teacher Behavioral Characteristics " The Journal of Educational Research. LI (May-June. 1968). p. 522- 529. 35WilliamE. North. "A.Study of the Relationship Between Teaching EXperience and the Factorial Structure of Teachers." Unpublished doctoral dissertation. University of Arkansas. 1961. 22 Wandt's surveys indicated: ". . . elementary teachers in the present study eXpressed more favorable attitudes in general than did secondary teachers."36 While investigating the relationship of morale to turnover among teachers Charters found: "The relationship between morale and separa- tion from the school system. however. is affected by two outside variables-~1ength of gigziignég.t9$ school and amount of teaching He further stated that new teachers and teachers with low morale had less identification with their schools. Hansen38 reported that interpersonal relationships influence morale more than extrinsic factors such as fringe benefits. A study by Richards39 of teacher's attitudes found low morale pertains to administrative practices and recommended study- ing attitudes of the individual schools'teachers to identify 36Edwin Wandt. "A Comparison of the Attitudes of Contrasting Groups of Teachers. " Educational and Psychologi- cal Measurement. XIV (1945). p. . 37Werret W. Charters. Jr. "The Relation of Morale Turnover Among Teachers." American Educational Research Journal. II (May. 1965). p. 175. 38Maris D. Hansen. "A Study of the Relationship Between Faculty Morale and Influence Structure in Five Selected Junior Colleges." Unfiublished doctoral disserta- tion. University of Texas. 196 39Philip H. Richards. "A Descriptive Study of Teacher's Attitudes about Different Aspects of Their Work." Unggblished doctoral dissertation. University of Nebraska. 19 23 the source. Anderson!"O defines morale as a feeling of well- being that a person has toward himself and his group. plus desire and effort to accomplish the common goals of the group. That amount of formal education may affect attitudes toward the profession is suggested by Robbins and Hughesul in the coUrse of their work in developing a scale to measure teachers' attitudes toward teaching as a profession. £22223! The preceding review of the literature provided a background for the study by: a. Reviewing briefly some of the similar studies. b. Pointing to the value of positive teachers' attitudes in effective teaching. human relation- ships and curriculum improvement. c. Presenting various author's support for the use of workshops as an effective method of in-service education. and pointing out teachers' preference for the workshop type in-service training as shown in various studies. 40 , Lester W. Anderson and Lauren Van Dyke. Secondary School Administration. Boston: Houghton Mifflin ompany. 19650 P0 1130 - “lRussell Robbins and Herbert Hughes. Measurement of the Attitudes of Teachers Toward “Teaching as a Profes— signs" ThezJournal.2;.Educational Research. LX (February. 19 7 . p. . d. 24 Citing miscellaneous variables such as sex. teach- ing eXperience. teaching level. teacher morale and the degree of formal education attained. which seem to relate to the attitudes of teachers. CHAPTER III: PROCEDURES USED FOR COLLECTION OF DATA Selection of the Sample The sample population for the study consisted of the teaching staffs of four Michigan school systems. Two of these requested university staffed workshOps. These school systems were designated eXperimental schools. Two compar- able school systems. that were not Sponsoring a workshop in the current year. were then selected as control school sys- tems. The following characteristics of the experimental school systems were considered in selecting control school systems: a. Staff size. b. Geographical location. c. Tax base. d. Salary schedule. e. Planning a new high school (one system). f. Pupils transported. One of the experimental school systems employed a teaching staff of one hundred and ten. the other staff totaled seventy-seven. Both eXperimental systems were located in small communities. one in central Michigan near a metropolitan area and one in northern Michigan without 25 26 ready access to a large city. The tax base and salary schedules were similar in both experimental systems. The experimental school planning a new high school was the smaller school system located in northern Michigan. Pupils were transported to central school sites in both instances. The six characteristics used in the criterion for the selection of the control school systems were matched as closely as possible in all cases. The schools selected as control were also selected on the basis of not currently conducting a curriculum workshop. The total number of school buildings represented in the sample were eighteen: eight secondary'and ten elementary. Both the control and experimental groups were composed of approximately equal numbers of secondary and elementary teachers. Instrumentation The instrument chosen was Walker's Teacher Human Rela- tions Questionnaire (THRQ) (Appendix A). to be used on a pre-test. post-test basis with approximately seven months separating the two tests. The Teacher Human Relations Questionnaire. in its original form. was constructed by Ralph Walker1 for use in lRalph H. Walker. "A Technique for Assessing Teacher Human Relations." Unpublished doctoral dissertation. University of Florida. 1966. 27 the Kellogg Foundation Leadership Study. George H. Goodwin2 shortened the instrument to the present 90 items. Goodwin using the pilot study found the revised instrument yielded a split-half reliability coefficient of .966.3 Alamu established a reliability coefficient. from his data. of .987. using the Kuder-Richardson method of estimat- ing the internal consistency of the instrument. The study by Hines and Alexander described the reli- ability and validity of the instrument as follows: "The THRQ was developed under the title. Teacher Attitude Scale by Walker to describe the attitudes and feelings of teachers toward the principal. other teachers. pupils. and other human relations aspects of their Job. The version used in this study contained 90 items. Reliabilities obtained by split- halves and Kuder-Richardson methods have varied from .94 to .98. It has been used in a number of research projects at the Univer- sity of Florida. Validity was based upon correlation with other instruments. predic- tions of observers about individuals and 5 school faculties. and item-test correlations." The THRQ measures on a 90 item scale attitudes in six areas of human relations encountered by teachers: How the 2George H. Goodwin. "A Study of Certain Teacher Activ- ities and Human Relations with Special Reference to Working Patterns of School Principals." Unpublished doctoral disser- tation. University of Florida. 1966. 3Ibid., p. 41. ”Dale V. Alan. "The Relationship Between School Self- Evaluation Procedures and Changes in Teachers' Expressed Attitudes in Six Areas of Professional Human Relations." Unpublished doctoral dissertation. University of Florida. 1966. 5Vynce A. Hines and William M. Alexander. High School Self-Evaluations and Curriculum Chan e. Washington. . C.: U. S. Department 0? Health. Education._and Welfare: Office of Education. 1966. p. 13. 28 teacher feels about the profession. other teachers. the prin- cipal. the students. the school. and the community. Numerical values are designated for the three classifications of dis- agree. undecided. or agree. The value of minus one for dis- agree. a value of zero for undecided and a value of one for agree. Administration of the Instrument and Collection of the Data After obtaining the cooperation of the sample school systems each school was visited in October. 1967 and requested to implement the following procedure for pro-test administra- tion: a. Ask all staff members to complete the personal data sheet and the Teacher Human Relations Questionnaire. b. Designate a teacher to receive the completed forms. 0. The teacher chosen was requested to place the completed forms in the stamped envelOpe provided and forward to the researcher. The suggestion of choosing a teacher representative was made to encourage more sincere reaction to the section regarding their attitude toward the principal. The building principals involved were aware of the procedure and approved. The teachers were asked not to sign their name. but each questionnaire was coded so they could be matched with the post-test. The.persona1 data sheet (Appendix B). 29 included the coding. and space for the teachers to indicate their sex. number of years taught. number of years taught in the current school system. level of teaching. perception of total staff morale. plans for moving to the new high school (if appropriate). highest degree held and number of terms they had attended the workshop ranging from zero to three. The same procedures were used to obtain the post-test materials in May of 1968. The administration date for the post-test was close to the schools' closing date and neces- sitated a personal visit to some schools to encourage the collection of the post tests. The total number of instruments distributed. collected. and matched are tabulated for each school in Table I. The cooperation displayed by the faculties of both the experi- mental and control schools is evident in the percentage of the returns. The pre-test returns totaled three hundred and three from a possible sample of three hundred and fifty for a return percentage of 86.5%. While the post-test returns were not as good (two hundred and seventy-one or 77.4%). the number of post-tests that could be matched fell only slightly to two hundred and fifty-five matched returns or 72.8% of the possible. Statistical Hypotheses Null Hypothesis #1: No difference will be found in the self expressed attitudes of teachers. in the six areas of human relations measured by the THRQ. attending a school- 30 wide university staffed curriculum workshop and those teachers not participating in such a workshop. Null Sub Hypotheses: 8o 0. d. No difference will be found in the self-expressed attitudes toward the profession of teachers par- ticipating in a university staffed school-wide workshop and these teachers not participating in such a workshop. No difference will be found in the self-expressed attitudes toward other teachers of teachers par- ticipating in a university staffed school-wide workshop and those teachers not participating in such a workshop. No difference will be found in the self-eXpressed attitudes toward the principal of teachers partic- ipating in a university staffed school-wide work- shop and those teachers not participating in such a workshop. No difference will be found in the self-expressed attitudes toward the students of teachers partici- pating in a university staffed school-wide workshop and those teachers not participating in such a workshop. No difference will be found-in the self-eXpressed attitudes toward the school of teachers partici- pating in a university staffed school-wide work- shop and these teachers not participating in such f. 31 a workshop. No difference will be found in the self-expressed attitudes toward the community of teachers par- ticipating in a university staffed school-wide workshop and those teachers not participating in such a workshop. Null Hypothesis #2: Teachers self-expressed attitudes do not vary in relation to the seven variables of (a) sex. (b) length of teaching experience. (c) length of teaching time in the system. (d) level of teaching assignment. (e) perception of total staff morale. (f) preparation for a new teaching environment. (g) length of formal educational preparation. Null Sub Hypotheses: a. b. Co Male teachers of both secondary and elementary teaching level will not express less change toward positive attitudes than female teachers. Teachers with greater total teaching experience will not express less change toward positive attitudes than teachers with less total teaching experience. Teachers with greater total teaching time in their current school system will not express less change toward positive attitudes than teachers with less total teaching time in the school system. d. e. f. 8. Method of .32. Elementary teachers (K-6) will not express more change toward positive attitudes than will secon- dary teachers (7-12). Teachers perceiving the total staff morale as high will not express more change toward positive atti- tudes than teachers that perceive the total morale to be low. Secondary teachers (9-12) preparing to move to a new teaching environment will not express more change toward positive attitudes than those not preparing for a movement to a new teaching environ- ment. Teachers with greater formal educational preparation will not express more change toward positive atti- tudes than teachers with limited formal education. Analysis The one way analysis of variance was used to search for significance between the reSponses of the teachers that par- ticipated in a workshop and those that did not. The total change score and the change score for each of the six human relations areas were included. The six human relations areas were: a. b. c. d. The profession. Other teachers. The principal. The students. 33 e. The school. f. The community. The Pearson Product-Moment method was used to deter- mine the degree of relationship between the variables of workshop participants and non-workshop participants and the seven variables of: a. Sex. b. Teaching experience. 0. Teaching eXperience in the current system. d. Teaching level. e. Morale. f. Moving to new teaching environment. g. Formal educational preparation. The variables that were significant at the .05 level for the change scores were then further investigated by means of the two way analysis of variance with unequal frequencies. Summapy The two eXperimental school systems were selected on the basis of their request for a university staffed school wide curriculum workshop. Control school systems were then selected using the criteria specified by the eXperimental. These criteria were size. geographical location. tax base. salary schedule. pupils tranSported. no current curriculum workshop and in the One instance plans for a new high school. The instrument selected was Judged for validity and reliability primarily on the findings of the antecedent 34 studies which prompted this research. It seemed advisable to use the same instrument to achieve greater value for com- parisons with their conclusions. The instruments for the pre-test were delivered to the participating school systems in October of 1967. They were to be distributed either personally or by the principal. returned to a designated building teacher and forwarded to the researcher by mail. The post-test instruments were dis- tributed and collected in a similar manner in May of 1968. Table 3.1 shows the number and percentage of instruments collected and ultimate number of pro-tests and post-tests which were matched to provide the useable sample. The statistical methods used were the one way analysis of variance for the change scores obtained for the six areas of human relationstested and the total change score for both the workshop participants and the non-participants. The seven variables were checked to determine the degree of relation- ships between the seven variables for participant and non- participant workshop teachers by the Pearson Product-Moment method. The variables indicating significance at the .05 level were then further tested by means of the two way analy- sis of variance with unequal frequencies. 35 am.~a mam ae.se Ham an.om mom can mssaoa m.~a «a m.mm ma o.ooa as as me m.ao as o.na am p.50 ma mm as m.wa Ha a.mm NH o.ooa as as be o.oo as e.aa ma m.mm ma am ma ~.om ma ~.om ma m.sm mm mm as o.aa om o.ee om m.~m mm as ma a.oa oa m.~a «a o.sm as me NH m.mm ea m.oa ma «.mm we as as m.ar a m.am a n.5m a r ca m.sm ad o.em «a n.mm ma ma m o.oe as o.os . ea m.me as mm m o.~m ma o.ooa. mm m.om om mm a w.am ms m.om om e.mm am mm. o ~.am ma N.Hm ma ~.Hm me we m o.om ea o.om - we o.oos om em a o.oo «a o.oo Na m.rm be me n m.mw we r.mm we m.mm ma «N m «.mu me 5.55 as a.aa as we a Ill Li panacea venoams Uoflhfipom nhfiuem dozhfivom :Hfipom dopfindnnmdn paoo Mom Honasz pcoo aom puma pmom pace Hem pmouoam mpaoasapmaH Hoonom acorn on» as ea»: eaoosom soopnwdm or» song venous: omopsooaom use possum: Hogasz and doshsvom omdpsooaom .oosasuom Mendez .oopspanpmdn monaoscoapmosd msoapsdom smasm aosoooe uo Honasz Hon mum¢a CHAPTER IV: ANALYSIS OF THE DATA It is the purpose of this chapter to present the results of the teachers' responses to the questions con- tained in the Teacher Human Relations Questionnaire. on both the pre-test and post-test. The results will be presented in the following format: (a) the comparison by one way analysis of variance of the mean score of teachers participating in a workshop and those not participating. (b) the correlation coefficients for the seven variables and the test scores. (c) the comparison by two way analy- sis of variance of the three variables found to have sig- nificance at the 5 percent level and the change scores which indicated significance at the-5 percent level in the six human relations area: attitude toward the principal. attitude toward the school. the total change scores. Null Hypotheses #1: No difference will be found in the self-eXpressed attitudes of teachers. in the six areas of human relations measured by the THRQ. attending a school- wide university staffed curriculum workshop and those teachers not participating in such a workshop was tested by the one way analysis of variance because this program makes it possible to analyze two or more dimensions of a set of scores. The variance of the dimensions serves as 36 37 an estimate of the population variance. "Once the variance is identified. the §.ratio can be applied to the estimates to test for significant difference. If a significant F, value were found. it would mean that the variance considered was larger than would be expected by chance."1 Table 4.1 shows the results of the analysis. The significance probability for the total test score was not significant at the 5 percent level. therefore the first null hypothesis was accepted. It was noted that the post—test score in the area of "the profession" and the pre-test score in the area of "the community" were the two sub-tests that approached significance. A more detailed table showing the degrees of freedom. sum of squares. mean squares and F_sta- tistics may be found in the Appendix. (Appendix C). Null Hypothesis #1a: No difference will be found in the self-expressed attitudes toward the profession of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a work- shop. was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #1a therefore was accepted. While not significant at the 5 percent level the change scores. obtained by adding and subtracting the post-test score from the pre-test score. 1Dale V. Alan. "The Relationship Between School Self- Evaluation Procedures and Changes in Teachers' Expressed Attitudes in Six Areas of Professional Human Relations." Unggblished doctoral dissertation. University of Florida. 19 . 38 open cabanaoo you c saddened com * mus. mam.a doe. mom. as”. :ao.~ masses mom. moo.a mac. om~.~ nmo. oa~.~ assasssoo man. was. mum. mn:.a :Na. cum.a Hoonom mma. mam.a cam. now. one. omm.a musoosom Ham. amm.a new. man. «aw. eon.“ ‘ Hoadosasa mam. on~.e one. woe.a «as. moo.m neuroses aosco cam. owe. woo. ~am.~ one. . mam.a nanosecond soaadnonosm oedema» sedaanonosa oedema» aadaanosoam mosses» honoree ooseoaaanwam :cpm .a oosooaadswam noun .a oosdoacasmam nope .a noeseapce oaoom owasao Hopoa pooyupnom uuoa:oam ll A l maosmxaoz on» :« upsdaaoapAdmlsoz one macadaoaaaom nonnxaoz on» scorpom endosaouuwosd msodpoaom seasm on» no oaoom owsaso Hopes one noose Ham one you roacoaoeama eo audadcccosm no condoneasmam do: mamwa 39 did move in a positive direction in the area of profession for the workshop participant group. while the non-partici- pant workshop group scores showed a negative trend. Further analysis of this data will be presented in Table 4.2 and later in this chapter under Discussion. Null Hypothesis #1b: No difference will be found in the self-expressed attitudes toward other teachers of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a workshop was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #1b. therefore. was accepted. Null Hypothesis #1c: No difference will be found in the self-expressed attitudes toward the principal of teachers participating in a university staffed school-wide workshop and these teachers not participating in such a workshop was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #1c. therefore. was accepted. Null Hypothesis #1d: No difference will be found in the self-expressed attitudes toward the students of teachers participating in a university staffed school-wide workshOp and these teachers not participating in such a workshop was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #id. therefore. was accepted. Null Hypothesis #1e: No difference will be found in 4O ma.a: mo.om ow.em mm.sn sa.m~ co.mm masses mo.a: am.~ mm.m ms. : ma.~ -.m andssssoo ma.eu 00.: as.o as.a: oo.m ma.n Hoosom on.«: an.: Ho.o ms. : wa.n om.m overseen oa.an ma.e ea.a mo.m: ou.o ma.m escapades ma.a: ea.a ma.a an. . ma.o om.a neuroses posse mm. : mm.a m~.~ Ha. em.m mm.m sedenoeosm owsuso uncalpmom pooa:oam owsdso pmoalunom puoeloam Hence oeaoom see: aosmxaoz a sa mussaaodpasmisoz noaoom sues macadaoapacm aosnMHoB use macad_wam lemme you mohoom maosmxaoz on» ad macadaoapadmisoz one mucdadouuadm mo monoom use: no somaadaaoo e N.: mqmda 41 the self-expressed attitudes toward the school of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a workshop was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #1e. therefore. was accepted. Null Hypothesis #1f: No difference will be found in the self-expressed attitudes toward the community of teachers participating in a university staffed schoolwide werkshop. was tested by the one way analysis of variance and was not found to be significant at the 5 percent level. Null hypothesis #1f. therefore. was accepted. Null Hypothesis #2: Teachers self-expressed atti- tudes do not vary in relation to the seven variables of (a) sex. (b) length of teaching experience. (c) length of teach- ing time in the system. (d) level of teaching assignment. (e) perception of total staff morale. (f) preparation for a new teaching environment. (g) length of formal educational preparation was tested by means of_the Pearson Product-Moment method. The computations yielded the correlation coeffi- cients shown. in part. in Table 4.3. The intercorrelation of the twenty-one variables composed of the pre-test. post- test and change scores obtained from the six areas of human relations tested and the total score: and the seven vari- ables of sex. years taught. years taught in the system. teaching level. perception of morals. new school environment. and degree of formal education were computed. The five 42 TABLE 4.3 Correlation Coefficients of Selected Variables Computed by the Pearson Product-Moment Method Teachers Attitude Variable Variable Variable Variable Toward: Sex . Years Level Morale ‘ ' Taught EEEESEEAEE‘ Pro-test .06936 -.O4926 .05042 -.05677 POSt-test 0301552 _.0120L} -019185 -912287 Change score -.01479 .00921 -.04722 -.00347 Other Teachers: Pro-test .24448x .18380 -.23760x -.32987x Post-test .20551x .13105 -.23546x -.48191x Change score -.01503 -.03687 -.02211 -.19133 Principal: Pre-test .29096x .212152 -.38561x -.16411 Post-test .04812 .13933 -.07818 -.38 441 Change score -.20275xx -.O4356 -.25429xx -.2 1 Students: Pre-test .2379?! .19882 -.3257 x -.11485 Post-test .14891 .2011?! -.3035 I -.23205x Change score -.06838 .02663 -.01516 -.14182 Spheol: . Pre-test .31228 .29281x -.41879x -.21051x Post-test .23601 .36446x -.30216x -.50243x Change score _-.05063 .10415 .08309 -.32947xx Cpmmunitl: Pro-test .18884 .37063x -.30714x -.24533x Post-test .18837 .39558x -.24603x -.33874x Change score .00235 .03136 -.05855 -.10023 TOTAL: Pre-test .35384x .30419x -.43285x -.27609x Post-test .23409x .29495x -.30677x -.50017x Change score -.10617 .02027 .10557 -.29509xx '_f x Denotes scores significant at the 5 percent level. ————— xx Denotes change scores significant at the 5 percent level. Note: For this size population significance at the 5 percent level would be indicated by .200 or above. 43 variables of sex. years taught. years taught in the system. teaching level and perception of morals all showed Signifi- cant correlation at the 5 percent level (see Table 4.3). in pre-test and post-test and the variables of sex. level and morale contained significance in some change scores. Thus null hypothesis #2 was rejected. The variable. years taught and years taught in the system. did not indicate significance for any of the change scores recorded in the six areas of human relations tested: therefore. they were dropped from further investigation. Null Hypothesis #Za: Male teachers of both secondary and elementary teaching level will not express less change toward positive attitudes than female teachers was analyzed as an integral part of major null hypothesis #2 and the results presented in Table 4.3 indicate significant correla- tion between the teachers! sex and scores in five of the human relations areas tested: the profession. other teachers. the principal. the students. the school. and in the total score. The attitude toward the principal was the only change score found significant in the inter-correlation of all variables. A further analysis using the two way analysis of vari- ance with unequal frequencies as reported in Table 4.4 indi- cates that there is significant difference between male ' teachers total mean score and female teachers total mean score at the 5 percent level. with male teachers expressing less change toward negative attitudes than female teachers. Thus .oexama moaoom semapon oosoaoumao panoamacwdm mopmoaosH xx l mm . .7. R . .. masses. seme.m: mm.mu eo.m mm.oe ms.~: mm.a wa.a ceased swam. NH. : Hw.o mo.o mm.a ma.o Hm.s can: see: aces use: some sees use: oaoom maoom some whoa oaoom some pmoe some Hobos owcdao upmom loam omsdro :umom loam oammaoz ca sand dedpaemisoz mpsomaoapaom aonmxaoz E mpsmaaoauadm monmmaozuaoz use mundadoapamm nonmxaoz aom .Hdaaosaam Hausa eamzoe metapdppd commoaawm:maom adage ca neocodoa massed one case no moaoom some owcwco one pmoalpmom .pmoa:oam 3.: mqm<8 45 null hypothesis #2a must be accepted. Null Hypothesis #Zb: Teachers with greater total teaching experience will not express less change toward positive attitudes than teachers with less total teaching experience was analyzed as an integral part of major hypothesis #2. The results presented in Table 4.3 indi- cate significant correlation between total years taught by the teacher and scores on pro-tests and post-tests in four of the human relations areas tested: the principal. the student. the school. the community. and the total score. No change scores were found to be significant: therefore. null hypothesis #Zb must be accepted. Null Hypothesis #2c: Teachers with greater total teaching time in their current school system will not express less change toward positive attitudes than teachers with less total teaching time in the school system was also analyzed as an integral part of major hypothesis #2. The results presented in Table 4.3 show a significant cor- relation between the total years taught in the system and scored on pro-tests and post-tests on two of the human relations areas tested: the school and the community. They also show correlation with total score post-test. but no change scores were found to be significant. Thus the null hypothesis #Zc was accepted. Null Hypothesis #Zd: Elementary teachers (K-6) will not express more change toward positive attitudes than will secondary teachers (7-12) was analyzed as an integral part 46 of major hypothesis #2. The results. as presented in Table 4.3. show a significant correlation between the level of teaching assignment and pre-test or post-test scores in all but the area of the profession in the six human relations areas tested. plus the pre-test. and post-test score of the total score. The attitude expressed toward the principal was the only change score found significant between the teaching level and the human relations areas in the inter- correlation of all variables. A.further analysis by means of the two way analysis of variance with unequal frequencies is reported in' Table 4. 5. The table illustrates that there is a significant difference between elementary and secondary teachers total mean scores at the 5 percent level. with elementary teachers not expressing more change toward posi- tive attitudes than secondary teachers. Therefore. null hypothesis #2d was accepted. Null Hypothesis #Ze: Teachers perceiving the total staff morale as high will not express more change toward positive attitudes than teachers that perceive the total morale to be low as analyzed as an integral part of major hypothesis #2. The results as presented in Table 4.3. indicate a significant correlation between the perceived morale of the staff and all but one. the profession. of the six areas tested. plus the total score. The attitudes eXpressed toward the prinicpal. the school and the total score were the change scores found significant in the inter- correlation of all variables. Further analysis by means of 1+7 .Hoboa penance m on» em oosoaomwao pddoamasmam mopdoaeaH NH II. If} i. il'lll! .nu.a: ew.al nesoa seem. as. ma.o am.o so. ma.a ma.o .oom wwam.m: om.m: mo.m mo.ma no.3: mm.m «n.0a .aoam use: use: use: use: and: use: choom oaoom puma pmoa oaoom pmoe some some Hmpoe owsmso :pmom loam owsdso :pnom loam messaaoapadm dogmuaozisoz and mused :«oaaaom mosmxaoz How .Hddaosaam names enoaoe moospdppd commoaaHMImaom names ca macaowoa andusooom use andpsosoam Mo moaoom ado: owcwnu one uncalpmom .umoa:oam m.s memes 48 the two way analysis of variance with unequal frequencies is reported in Tables 4.6. 4.7. and 4.8. Significance at the 5 percent level is indicated between the total mean score of the teachers perceiving staff morale high and those perceiv- ing staff morale as low in all three areas. the principal. the school. and total score. Although in all three areas the teachers perceiving staff morale as high expressed less change toward negative attitudes than did the teachers who perceived staff morale as low. they did not eXpress more change toward positive attitudes: thus null hypothesis #2e was accepted. Null Hypothesis #Zf: Secondary teachers (9-12) pre- paring to move to a new teaching environment will not express more change toward positive attitudes than those not prepar- ing for a movement to a new teaching environment. and null hypothesis #2g: Teachers with greater formal educational preparation will not eXpress more change toward positive attitudes than teachers with limited formal education were also analyzed as an integral part of major hypothesis #2. No significant correlation between any of the six areas was found for either hypothesis. Thus null hypotheses #2f and #2g were accepted. Qiscussion Table 4.2. which presents a comparison of the teachers' mean scores indicates that the workshop_participants' change scores moved in a positive direction in only one area. the .Hoboa psooaoa m on» no oocwoauaawdm mopoodosH HM it 3 .m .. mm .m: 34.89 wwmm.3u mn.m : w3.w: duos oaoom owcmso mo.m no.3 NH. aces pmoplpmom Ho.m m3.u om.o ewes unopuoam cameos 80A no.al mm.N I we. I sees choom owadso mm.u Hm.w ma.m coca pmoplumom 30.0 wm.m . «a.m sees pooploam cacao: eweaobq HHmm. : 33.H I on. some eaoom owseso 0N.m No.0 on.m adds nmeplpmom mo.m w3.oa am.m secs pmou:onm camaoa swam normaaoz ad upsoaaoapamm Hence mvcmaaodpaom::oz aonmxhoz coapaopaom cacao: amnesty E Hmmdocahm Adena op motfipuup<.aaosa op adnmsoapmflom ad 304 no owdaobd .swdm mm Madam cacao: wsabaoohom masseuse no memo: oaoom owadso one amoenvmom .umoeloam 0 .3 mama”. 5O .aoboa patched m on» no ooadoduaswam mopooaosH NH 5H.MI 55.a: mqseoa wwwm.3I oo.wI mm.n: secs onoom omsmso @5.HI om.aI N5.HI sacs poopIpmom 3m.m ma.3 m3.m pmopIeHm cacao: xoq 3N.~I m~.mI m~.a: sues owoom owsdso 5m.m Hm.~ m®.3 pmopIpmom ar.m em.m mo.o pmopsosa oHoMoa emmao>< exam. I mm. I .ma. I sacs oaoom omsmso om.m «3.5 om.m secs pmopIpwom 05.0 «5.5 05.m sees pmopIoam manna: swam aosmxaoz ca upssadoduawm Hopoe mpsdaaoauaomIsoz nonmxaoz soapaooaom cameos aosowoe Hoosom meawzoa newspappe Hausa op adsmsodpmaom ca 30A no owmao><..£wdm mo madam cameo: wsa>doonom causeway mo msdoz oaoom owsdno use pmoBIpmom .pmealoam 5.3 mamas 51 .moaoom cameos 30H one cameos swan escapee doped paoohoa m on» we ceasedmaawam mopmoaeau KKK .aosm IxHoSIso: one aoswxnoz soozpon doped psoonon m on» ad ooccoamacwam mopooaoaH NH name. 3.. when .e I 3498. NHNwo.5aI Hm.HNI om.NHI sacs oaoom omsmso ow.a m3.N I 3w.m sees pmopIpmom mm.ma . mm.ma oo.ma secs poopIoam cameos sod wa.m I 3o.aHI om.wmI smoa onoom owsdso a5.ma do.3m mm.” sees pmoplpmom @3.wm ma.mm nm.5m sees pmopIenm oaoaoz emmaokd waamoa I 3a.a I mo. I some oaoom owadso , nmén amen 3.3 secs cuopIcnoa em.mm oo.m3 mm.nn . coca pmopIoam cadaoz swam monmxaoz ad mpsoadoapadm Hmpoa macadaoapAdmIsoz connxnoz sodpaooaom cacao: aosomoe ‘. IIII‘I'IIIII" moaoom moospappd Hence names on adamsoapdaom ed 30A no mwdno><_.amam mm madam cacao: msaeaooaom cacaodoe mo made: onoom owamso use pmoeIpmom .pmoanam mod mum<9 52 profession. The workshop participants' scores show a smaller movement in the negative direction than the non-participants in all areas except the principal. The fact may be noted here that the principals were in attendance at the workshqps. The workshops were basically people oriented and Table 4.2 may be giving indication of a "holding action." For example. the teachers' attitudes towards the students and other teachers did not show as much negative shift as the teachers that did not attend a workshop. Table 4.3 under the column headed variable. years taught. does not indicate significance at the 5 percent level for the change scores. It does illustrate a signifi- cance at the 5 percent level for the pre-test and post-test scores for school. community and total scores. The teachers with more experience registered high on both the pro-test and post-test. perhaps explaining a lack of significant change scores in these areas. Table 4.5 indicated that in the population studied both the workshop and non-workshop secondary teachers' attitudes toward their principal moved in a positive direc- tion while the elementary teachers began with a much more positive attitude toward their principal and even though they changed much more in a negative direction. their com- posite post-test scores were higher than the secondary teachers. 53 Summary Two major hypotheses and thirteen sub hypotheses were restated for study in this chapter. The first major hypothe- sis and its six sub hypotheses stating there would be no difference between attitude scores of teachers who attended a workshop and those that did not attend were all accepted. (see Table 4.9). Statistically no significant difference could be found between the experimental and control groups of teachers: however. the teachers attending the workshop did exhibit less change in a negative direction than those teachers not attending in five areas of human relations. (see Table 4.2). The second major hypothesis sought to determine if the seven variables considered had a significant effect on teachers' attitudes. Five of the seven variables were found to have significant relationships with teachers' attitude scores: therefore. the second major hypothesis was rejected. (see Table 4.9). Three of the five variables indicated correlation with the change scores of human rela- tions questionnaires sub areas. as seen below: Variable Significant Change Score of Sub Area Sex Attitude toward the principal Teaching level Attitude toward the principal Morale perception Attitude toward the principal Attitude toward the school Attitude toward the total change score 54 Both groups of male teachers measured moved in a posi- tive direction in their attitude toward their principal. The male teachers participating in a workshop showed a greater gain in this area than those not participating in a workshop. Both groups of female teachers measured moved in a negative direction in their attitude toward their principal. (see Table 4.4). The teaching level variable registered a similar result. Both groups of secondary teachers measured moved in a positive direction in their attitude toward their princi- pal. The secondary teachers participating in a workshop showed a greater gain than those secondary teachers not par- ticipating. Both groups of elementary teachers measured moved in a negative direction in their attitude toward their principal. (see Table 4.5). The teachers perceiving staff morale as high regis- tered a more positive attitude than those teachers perceiv- ing staff morale as low in all three areas which indicated significance. The areas were attitude towards their prin- cipal. attitude toward the school. and total attitude score. A result of interest. although not part of the hypothe- sis investigated. was the significant difference between the total attitude scores of the workshop participants and work- Shop non-participants. The workshop participants had a higher total score. I.1 I‘m 55 TABLE 4.9 Summary of Acceptance and Rejection Statements for Null Hypotheses Null Hypotheses Tested Statement of Acceptance Number Statement or Rejection 1 No difference in attitudes in workshop or non-workshop Accepted-no significant teachers in: difference 1a Profession Accepted-no significant difference 1b Other teachers Accepted-no significant difference 1c Principal Accepted-no significant difference 1d Students Accepted-no significant difference 1e School Accepted-no significant difference if Community Accepted-no significant difference 2 Teachers attitudes do not vary in relation to seven Rejected-5 variables variables of: significant at 5% level 2a Male teachers will not Accepted-attitude toward express less change principal-male more toward positive positive at 5% level 2b Teachers with greater eXperience will not express less change toward positive Accepted-no significant attitudes difference 2c Teachers with greater teaching eXperience in the system will not express less change toward positive atti- tudes Accepted-no significant difference Number 56 TABLE 4.9 (continued) W Null Hypotheses Tested Statement Statement of Acceptance or Rejection 2d 2e 2f Elementary teachers will not express more change to posi- tive attitudes Teachers perceiving staff morale as high will not express more change toward positive attitudes Secondary teachers prepar- ing to move to new environ- ment will not express more change toward positive attitudes Teachers with greater formal education will not express more change toward positive attitudes Accepted-attitude toward principal-secondary was higher at 5% level Accepted-attitude toward the principal. attitude toward the school. atti- tude toward total score were significant at 5% level Accepted-no significant difference Accepted-no significant difference CHAPTER V: SUMMARY AND CONCLUSIONS This study was undertaken to determine if university staffed curriculum workshOps are effective in improving teacher attitudes in the area of human relations and the influence of other selected variables on teachers' attitudes in this area. The opportunity for the study was provided by the requests of two Michigan public school systems to Michigan State University for year long curriculum workshops in 1967- 68. The other public school systems were selected of approx- imately equal size. geographical location and financial resources as control schools. A review of the literature pertaining to teachers' attitudes pointed to the value of positive teachers' attitudes in effective teaching. human relationships and in curriculum improvement. Strong support was evident for the use of work- shops as an effective method of in-service education. Vari- ous surveys that stated teachers have indicated a preference for workshops for in-service training were noted. The search of the pertinent literature also revealed various factors such as sex. teaching experience. teaching level. teacher morale and the degree of formal education attained were directly related to the attitudes held by teachers. The teachers' attitude scale used in the study was the 57 58 Walker's Teacher Human Relations Questionnaire (THRQ). This instrument was chosen on the basis of reliability and valid- ity demonstrated by previous studies of a similar nature con- ducted with secondary teachers in the southeastern United States. The use of the same instrument for the Michigan population allowed a direct comparison of results. The instrument was delivered to the four participating school systems in October of 1967. The THHQ was completed by the teachers. turnedixito a.designated teacher representative in the building. and forwarded to the researcher. The num- ber of school buildings involved in the study were ten ele- mentary and eight secondary for a total of eighteen. The 350 teachers involved represented approximately equal num- bers of elementary and secondary teachers. The curriculum workshops were conducted throughout the winter in the eXperimental school systems. In May of 1968 the same procedure used to obtain the pre-test data was repeated. The usable number of matched returns was 255 (72.8%). The experimental group totaled 112 teachers and the control 143 teachers. The individual teachers were not identified. but each test was coded for matching purposes. The THRQ produced pro-test. post-test and change scores for each teacher in six areas of human relations: the profession. other teachers. the principal. the students. the school and the community. A total score for the six areas was also obtained. The seven variables tested were sex. teaching experi- :1_‘ -k;'_'. 4:.“ 59 once. teaching experience in the current system. teaching level. perception of staff morale. planning for a new school environment. and formal educational preparation. The data for the above listed variables was obtained by the partici- pating teachers completion of a personal data sheet attached to THRQ. . The second major hypothesis was tested to see if there was a significant difference between the seven vari- ables and teacher attitudes: however. since the first major hypothesis and all sub hypotheses were to identify change. if achieved. the results of the change scores were used to accept or reject the hypotheses. All_scores were checked for significance at the 5 percent level. The statistical methods used included the one way analysis of variance for the change scores obtained for the six areas of human relations tested and the total change for both the workshop participants and the non-participants. The seven variables were checked to determine the degree of relationships between the variables for participant and non- participant workshop teachers by the Pearson Product-Moment correlation method. The variables indicating significance tit the .05 level were then further tested by means of the two way analysis of variance with unequal frequencies. The fifteen null hypotheses tested in the study and the results were: #1. No difference will be found in the self-expressed attitudes of teachers. in the six areas of human relations .5 mll‘fTWWY—tu-n‘ ., 60 measured by the THRQ. attending a school-wide university staffed curriculum workshop and those teachers not partici- pating in such a workshop. (Accepted). 1a. lb. 1c. 1d. 1e. No difference will be found in the self- expressed attitudes toward the profession of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a workshop. (Accepted). No difference willobe_found in the self- eXpressed attitudes toward other teachers of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a workshop. (Accepted). No difference will be found in the self- expressed attitudes toward the principal of teachers participating in a university staffed school-wide workshop and these teachers not participating in such a workshop. (Accepted). No difference will be found in the self- eXpressed attitudes toward the students of teachers participating in a university staffed school-wide workshop and those teachers not participating in such a workshop. (Accepted). No difference will be found in the self- eXpressed attitudes toward the school of teachers participating in a university staffed school-wide workshop and those teachers not participating in 61 such a workshop. (Accepted). 1f. No difference will be found in the self-expressed attitudes toward the community of teachers par- ticipating in a university staffed school-wide workshop and those teachers not participating in such a workshop. (Accepted). #2. Teachers self-expressed attitudes do not vary in relation to the seven variables of (a) sex. (b) length of teaching time in the system. (d) level of teaching assignment. (e) perception of total staff morale. (f) preparation for a new teaching environment. (g) length of formal educational preparation. (Rejected). 2a. Male teachers of both secondary and elementary teaching level will not express less change toward positive attitudes than female teachers. (Accepted). 2b. Teachers with greater total teaching experience will not express less change toward positive attitudes than teachers with less teaching experience. (Accepted). 2c. Teachers with greater total teaching time in their current_school system will not express less change toward positive attitudes than teachers with less total teaching time in the school system. (Accepted). 2d. Elementary teachers (K-6) will not express more change toward positive attitudes than 62 will secondary teachers (7-12). (Accepted). 2e. Teachers perceiving the total staff morale as high will not eXpress more change toward posi- tive attitudes than teachers that perceive the total morale to be low. (Accepted). 2f. Secondary teachers (9-12) preparing to move to a new teaching environment will not express more change toward positive attitudes than those not preparing for a movement to a new teaching environment. (Accepted). 2g. Teachers with greater formal educational prepa- ration will not express more change toward positive attitudes than teachers with limited formal education. (Accepted). Five of the seven variables were found to have sig- nificant relationships with teachers' attitude scores. The five were sex. years taught. years taught in the system. teaching level and perception of staff morale. Three of the five variables indicated correlation with the change scores of human relations questionnaires sub areas. as seen below: Variable Sex ‘Teaching level Morale perception Sigpificant Change Score of Sub Area Attitude toward the principal Attitude toward the principal Attitude toward the principal Attitude toward the school Attitude toward the total change score 64 school-wide curriculum workshop and the self-expressed atti- tudes of those teachers not participating in a workshop. This proved true for the six sub-test scores as well as the total instrument score. The analysis of the data provided evidence for the conclusion that the teachers' sex. number of years taught. number of years taught in the system. level of teaching assignment. and perception of staff morale does signifi- cantly effect their self-eXpressed attitudes in the six areas of human relations measured. The teachers' sex. level of teaching and perception of staff morale were significantly related to attitude change in three areas of human relations: attitude toward the principal. attitude toward the school and total attitude. Discussion The basic assumption in this study was that the cur- riculum workshop would prove an effective method to stimu- late teachers towards a positive attitude in the area of human relations. Previous studies have pointed out that teachers' attitudes in the area of human relations do become more negative as the year progresses. This conclu- sion proved true in the current study. The tendency toward negative attitudes proved to be too strong for the antici- pated positive effect of the workshop in the form used. The difference in field and laboratory eXperiments was apparent here. Field experiments are guided not only by the research 63 The attitude scores of the male teachers participating in the workshop and those not participating moved in a posi- tive direction in their attitude toward their principal. The female teachers' attitude scores registered a move in a negative direction whether they participated in a workshop or not. The teaching level variable demonstrated a similar result. The attitude scores of the secondary teachers moved in a positive direction in their attitude towards their principal. for both workshop participators"and non-partici- pators. The secondary teachers that were workshop partici- pants did register a greater gain than those not participat- ing. The attitude scores of the elementary teachers moved in a negative direction in their attitude towards their principal. This was true of both workshop and non-workshop teachers. The teachers perceiving staff morale as high regis- tered a more positive attitude than those teachers perceive ing staff morale as low in all three areas which indicated significance. The areas were attitude towards their prin- cipal. attitude toward the school. and total attitude score. Conclusions The statistical analysis of the data led to the con- clusion there is no significant relationship between the self-eXpressed attitudes of teachers participating in a 65 objectives but also by the practical objectives of the group being studied. If all members involved had the same objec- tives to improve human relations. as well as working to improve specific facets of the curriculum. the objectives would have more chance for fulfillment. The implication is. if curriculum workshops are to be effective in helping teachers attain positive attitudes. this objective should be clarified together with the improved use of technology or of methodology desired. The study indicated the workshops were helpful in that teachers participating become less negative. over the seven months. than teachers not participating. The teachers in this study which expressed a high perception of staff morale also scored high in their total attitudes. This result suggests an effective method for determining if teachers have positive attitudes in the field of human relations may be simply to ask them to indicate their perception of staff morale. The importance of the administrator to the teachers was illustrated by the correlation between the change scores and their attitude toward the principal in all three vari- ables where change scores were found significant. The emphasis on change of attitudes should be noted in this study. Comparisons between the attitudes of ale- mentary and secondary teachers. for example. were not pur- sued. 66 Implications for Future Study The discussion stated above indicates further research might well be conducted in the following areas: a. C. d. e. 8. If curriculum workshops do have the ability to lessen the trend toward negative human relations attitudes in their current format. what format improvements should be used to strengthen this tendency? Can teachers' human relations attitudes be determined consistently by simply asking them their perception of staff morale? What characteristics of the principal influence the teachers attitudes both negatively and posi- tively? What methods could an individual school or school system be able to use successfully to implement an effective program for improving teachers' human relations attitudes? , Do schools attempt to identify their teachers atti; tudes? If the years taught in a system is significant. what implication does this have for tenure. trans- fer credit for years taught and encouragement for teacher mobility to improve effectiveness? If schools would identify and then seek to improve their staffs' attitudes one in-service training 67 method could be small interaction groups with the specific purpose of aiding each individual in recognizing and strengthening their skills in human relations. BIBLIOGRAPHY A. BOOKS Allport. George W. Becoming. New Haven: Yale University Press. 1963. .Amidon. Edmond J. and Ned A. Flanders. .§;Manual fpp.Under- standing and.Im rovin Teachers' Classroom Behavior. MinneapolIEE' Pau S. AmIdon and.Assoc a es Incor- porated. 1963. Anderson. Lester W. and Lauren Van Dyke. Secondar School Administration. Boston: Houghton fiifflin Company. 9 . . Association for Supervision and Curriculum DevelOpment. Learnin and Mental Health‘;p,the Schools. Washington. . .: ASCD YearBooE. I956. Beauchamp. George A. Curriculum Theory. Wilmette. Illinois: Kagg Press. 196 . Benne. Kenneth D. and Bozidar Muntyan. Human Relations ;p_ Curriculum Chan e. New York: The Dryden Press. Incorporate . 9 6. Barman. Louise. New Priorities pp,the Curriculum. Columbus Ohio: CharIes E. MerrIIl.PuBIishing Company. 1968. Combs. Arthur Wright. The Professional Education.p£_Teachers. Boston: Allyn and Bacon. 1965. Downie. Norville M. and Heath. Robert W. Basic Statistical Methods. New York: Harper and Row PuBIisEErs. I955. Frazier. Alexander. (ed.). The New Elementar School. Washington. D. C.: AssocIation for SupervIsIon and Curriculum Development. 1968. Gage. Nathaniel Lo. Philip J. Runkel and B. B. Chatterjee. uilibrium Theor and Behavior Cpgpge: An Ex eriment EngeedEacE from guIIISto Teachers. Urbafia. IIIInoIs: University of IIlInoIs C3Ilege of Education Bureau of Education Research. 1960. 68 69 Hamachek. Donald E. (ed.). The Self 22 Growth. Teaching. and Learni . Englewood CIIffs. New 3ersey: Prentice- HaIl Incorporated. 1965. Insko Chester A. Theories of Attitude Change. New York. . New York: MerEItE PttlIsfiIng Company. 1967. Jacobs. Phillip E. Eggpgipg Values ip,College. New York. New York: Harpers. 9 . Jersild. Arthur J. When Teachers Face Themselves. New York. New York: TeacNers College. Columtia University. 1955. Kelley Earl C. The Workshop Wa p£,Learnin . New York. .New York: Harper an Bro hers. 1951. Kerner Otto et. al. Repprt p§_the National Advisory Commis- ’sion pp'Civil D sor ers. New York. New York: Bantam 08.1 0 Lane. Howard A. Human Relations in Teachin . Englewood Cliffs. New jersey: PrentIte-HEII Ificorporated. 1965. Miller. James G. (ed.). Egperiments ip_Social Process. New York. New York: Mo raw- Book Company Incorporated. 1950. Murchison. Carl M. (ed.). Handbook p£_Social Psychology. Worcester. Massachusetts: Clark UnIvers y ress. 1935. O'Rourke. Mary A. and William H. Barton. Worksho s for Teachers. New York. New York: AppIeton-Century-Crofts. 9 . Rogers. Carl B. On Becomi szerson. Boston. Massachusetts: Houghton MIIf n ompany. I§5I. Rosenberg. Milton J. et. a1. Attitude Or anization and Chapge. New Haven: Yale University Press. I950. Rosenthal. Robert and Leonore Jacobson. Pygpglion ;p_the Classroom. New York. New York: Ho . R nehart. and WInston Incorporated. 1968. Ryans. David G. Characteristics of Teachers. Washington. D. C.: ,AmerIcan CouncII ot-EaucatIon. 1960. Siegel. Sidney. Non arametric Statistics for the Behavioral Sciences. New YorE. New YorE: NcGraweflIIl Book Company. 1956. 70 Smith. B. Othanel. William. 0. Stanley and J. Harlan Shores. Fundamentals of Curriculum Develo ment. Yonkers-On- Eudson. New Yttk: NorId Boot Company. 1957. Stern. George. Morris Stein and Benjamin Bloom. Methods $2. Personalit Assessment. Glenco. Illinois: Free Press. 1555. Taba. Hilda. With Pers ective on Human Relations. Washington. D. C.: IEerIcan CouncIl_ on EducatIon. I951. Taba. Hilda. Elizabeth Brady. John T. Robinson and William E. Vickery. Diggnosépg Human Relations Needs. Washington. D. C.: American ouncfl on Education. I95 . B. PUBLICATIONS OF THE GOVERNMENT Coleman. James S. et. al. ualit of Educational 0 ortunit . Washington. D. C.: . S. partment of Healtfi. Education. and Welfare: Office of Education. 1966. Hines. Bynce A. and William M. Alexander. Hi h School Self- Evaluations and Curriculum Chan e. sington. D. C.: U. 5. Department of NeaItH. Education.8 and Welfare: Office of Education. 1966. C. PERIODICALS Banning. Evelyn I. "Teacher Attitudes Toward Curriculum Change: The Effect of Personal Relationships on the Degree of Favorableness. " Journal of E erimental Education. XXXIII (December. I935). p. I53. Bledsoe. Joseph C. and Iva D. Borwn. "Role Perceptions of Secondary Teachers as Related to Pupils Perceptions of Teacher Behavioral Characteristics. " The Journal fig Educational Research. LXI (May-June. 1555). pp. 2- 0. Charters. Werrett W. Jr. "The Relation of Morale Turnover Among Teachers." American Educational Research Journal. II (May. 1965). pp. I53-73. Dandes. Herbert M. "Psychological Health and Teaching Effec- tiveness. " Journal of Teacher Education. XVII (Fall. 1966): P0 363- 71 Hoover. Kenneth and Richard Schutz. "Student Attitude Change in an Introductory Education Course." The Journal of Educational Research. XLI (March. 1968). pp. 500-037’ Kerlinger. Fred M. "Attitudes Toward Education and Percep- tions of Teacher Characteristics: A 2 Study." American Educational Research Journal. III (May. 1968). pp. I59-68. Lipscomb. Edra E. "A Study of the Attitudes of Students Teachers in Elementary Education." The Journal of Educational Research. XL (December. 1965). pp. I59-63. Neidt. Charles 0. and Dalva E. Hedlund. "The Relationship Between Changes in Attitudes Toward a Course and Final Achievement." 223 Journal pf Educational Research. XLI (October. 1967). pp. 55-55. '— Robbins. Russell and Herbert Hughes. "Measurement of the Attitudes of Teachers Toward 'Teaching as a Profes- sion'." Tpg Journal pf Educational Research. XL (February. 1957). pp. 2 - . Wandt. Edwin. "A Comparison of the Attitudes of Contrasting Groups of Teachers." Educational and Psychological Measurement. XIV (1945). pp. HIS-227' D. UNPUBLISHED MATERIALS Alam. Dale V. "The Relationship Between School Self-Evalu- ation Procedures and Changes in Teachers' Expressed Attitudes in Six Areas of Professional Human Rela- tions." Unpublished doctoral dissertation. University of Florida. 1966. Bailey. Frederick S. "A Follow-Up Study of Opinions Held by Students. Faculty and Administrators about Off- Campus University Credit Courses." Unpublished dogtoral dissertation. Michigan State University. 19 5. Cay. Donald F. "Selected Teachers' Expressed Judgments Con- cerning Barriers to Curriculum Improvement." Unpub— lighed doctoral dissertation. University of Florida. 19 O. Goodwin. George H. "A Study of Certain Teacher Activities and Human Relations with Special Reference to Work- ing Patterns of School Principals." Unpublished doctoral dissertation. University of Florida. 1966. 72 Hansen. Maris D. "A Study of the Relationship Between Faculty Morale and Influence Structure in Five Selected Junior Colleges." Unpublished doctoral dissertation. University of Texas. 1964. Hodgson. Newton C. "Attitudes of Teachers Toward Certain Inservice Training Activities in a Georgia County." Unpublished doctoral dissertation. Ohio State University. 1954. Karbal. Harold T. "Training of Teachers." Unpublished doctoral dissertation. Wayne University. 1963. Lewin. Charles R. Jr. "In Service Education in Relation to Curriculum Development: Trends and Recommended Programs in Secondary Schools." Unpublished doc- toral dissertation. University of Southern Califor- nia. 1963. . North. William E. "A Study of the Relationship Between Teaching EXperience and the Factorial Structure of Teachers." Unpublished doctoral dissertation. University of Arkansas. 1961. Pryor. Guy C. "The Relationship Between Teacher's Percep- tion of Administrative Dimensions and the Morale Status of Teachers in Certain Texas Schools." Unpublished doctoral dissertation. Texas State University. 1964. Richards. Philip H. "A Descriptive Study of Teachers' Attitudes about Different ASpectS of Their Work." Unpublished doctoral dissertation. University of Nebraska. 1964. Walker. Ralph H. "A Technique for Assessing Teacher Human Relations." Unpublished doctoral dissertation. University of Florida. 1954. APPENDIX A MICHIGAN STATE UNIVERSITY East Lansing. Michigan TEACHER HUMAN RELATIONS QUESTIONNAIRE The following statements are designed to allow you to indi- cate how you feel about your job and your school. Read each statement and indicate your aggreement and disagreement with the statement by writing the appropriate number from the answer scale in the blank provided at the left. It is impor- tant that you try to answer each question in terms of how ypp feel about the statement. Answer Scale (1) Disagree (2) Undecided (3) Agree 1. I believe we should give more attention to teaching the three "R's." 2. I do not believe in a lot of "frills" in the Class- room. 3. Some children in my classes should never have been passed from the previous grade. 4. Much of the material I have to cover is so dull that my children are bored with it. 5. The teaching profession does not allow me to make full use of my abilities. 6. Teaching requires that I compromise some of my real values. 7. Teachers are essentially selfish. 8. Teachers here are wonderful to work with. 9. Teachers here are too set in their ways. 10. There is at least one teacher here whose personal habits I simply cannot tolerate. 73 74 Answer Scale (1) Disagree ((2) Undecided (3) Agree 11. 12. 13. i4. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. I find it easy to accept everyone on this faculty. Some teachers here think they have all the answers. Teachers here willingly accept their share of the reSponsibilities of the school. Most of our teachers have a real understanding of how to work with children. There are people on this faculty who are a discredit to the teaching profession. I feel as though I "belong" socially and profession- ally with this faculty. At faculty meetings I feel free to eXpress my opinions because I know that the other teachers will give me a fair hearing even when they disagree with me. Certain faculty members seem to have more influence with the principal than I do. Some teachers are kept on the faculty only because they have influence with powerful peOple in the com- munity. Teachers here form in groups of personal friends in the lunchroom. at faculty meetings and the like. This faculty gives a teacher the sense of belonging and being needed. Teachers are jealous of new teachers who join the Sta-fro Teachers on this faculty work well together. Whenever this faculty attacks a problem as a team they get the job done. The principal never acts impulsively or emotionally. The principal deliberately dodges issues. When teachers oppose policies formulated by the prin- cipal they do not hesitate to tell him so. (1))Disagree 28. 29. 30. 31. 32. 33. 34. .35. _.36. 37- 38. 39- no. ___41 . 42. 43. 75' Answer Scale (2)7Undecided (3) Agree The principal has the school well organized and it runs smoothly. I feel that the principal tries to escape or shift to others responsibilities that are rightfully his. The principal leads the faculty into developments which they do not favor when he thinks these will help the school make a good impression. It is difficult to know just what to expect because the principal is always making changes. ‘ Certain people on this faculty have more influence over school affairs than the principal does. The principal never calls a teacher down in front of others. During faculty meetings the principal discusses mis- takes that individual teachers have made without naming the offending teacher. Teachers feel that they will be penalized in some way if they diSplease the principal. In faculty meetings the principal is skilled at giv- ing the appearance of agreement when actually there is no agreement. The principal does not usually praise teachers for good work done. Most of the small irritations that disturb teachers in this school are caused by the principal. The principal has favorites among the staff who get Special treatment from him. The principal will listen to my ideas. I think our principal is a wonderful person. The principal is genuinely interested in me and in what I am doing. There are students in my classes who cannot be taught anything because they are not capable of learning. (1) Disagree an. 45. 46. 4?. —L'8' 49. 5o. ___51 . ___52. 53. 54. 55- _56. .___57. 58. ._._59- 60. 61. 76 Answer Scale (3) Students here do not want to study. they only want to have a good time. (2) Undecided ree I have too many children who do not want to learn. Too few of my students are really working up to -their ability. My students are very cooperative. Students in this school are very selfish. Our students display plenty of school Spirit. Students here are really working together to make this a better School. Students are willing and capable of accepting respon- Students here are careless with library books and frequently lose them. I find that my students can be depended upon to do the jobs they have agreed to do. Students here tend to think that the school belongs to them and that we of the faculty just work here. Students in our school are well trained and it shows up in the orderly. quiet way the conduct themselves in rooms. halls. and on the playground. If I were free to choose pupils. I would select all the same students I now have. Too many of our students do not act their age. Upperclass students tend to corrupt the younger students by undermining their standards of conduct. Teachers enjoy working in this school. Conditions in this school are static: we do not seem to be making any progress. There is an undercurrent of discontent among faculty members in this school. 77 Answer Scale (1) Disagree (2) Undecided (3) Agypg 62. If I were free to choose. I would remain at this 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75- 76. 77. school in my present position. This school is not as good as people think. I would make many changes in this school if I were pr inc 1133]. e PeOple outside this school do not know what it is really like. Certain departments get first consideration for funds and materials. We do not have sufficient faculty meetings to allow discussion of all the things that need to be dis- cussed. Too much time is Spent discussing petty matters at faculty meetings. This school is organized so that teachers always know what is expected of them. Some teachers here bring pressure on the others to keep things going their way. This school fosters a strong feeling of belonging in its teachers. A strong point about our school is in the fact that children are given opportunity to develop leadership abilitye It is difficult to plan and work with my classes because extra-curricular activities take up so much of the children's time. In general I am satisfied with the equipment and materials provided for my department. People who live in this community are vitally inter- ested in the school and what it is trying to do. There are courses we should teach in this school. but the community will not approve. The community fully appreciates the work the school is doing. (1)_Disagree __..78 . 79. 80. 81. 82. __83- 84. 85. 86. __8 7. 88. 89. 90. 78 Answer Scale L3) Agree Some people in this community have too much influence in school affairs. (2) Undecided The morals in this community are not as high as they should be. Parents in this community are too strict on their children. Parents in this community are vitally interested in their children. Too many people in this community snoop into other people's affairs. This is the best community I have ever worked in. There are certain reasons why I do not feel accepted in this community. This community puts the same standards on the personal life of the teacher as on any other citizen. Unmarried teachers do not feel free to date in this community. Teachers are looked on with reSpect in this community. Many social organizations. clubs and the like are not open to teachers in this community. What teachers say and think is heard with respect in this community. The community provides many social opportunities for teachers. APPENDIX B TEACHERS PERSONAL DATA SHEET The following questionnaire measures teachers' expressed attitudes in several areas the requires approxi- mately twenty minutes to complete. There is no need to identify you as an individual. but it is important that your reSponses be coded. On the line at the end of this sentence please write the initial of the month of your father's birth. your mother's birth and your birth _. If for any reason. these ini- tials are impoSEIBIEITor you to Specify. then please place on the last line the initial of the month of your birth. Please complete the following items: 1. Are you male or female ? 2. How many years have you taught ? 3. How many years have you taught in this system ? 4. Are you currently working at the elementary level (K-6) or the secondary level (7-9) or secondary level (10-12) ? 5. In your opinion. do you believe the morale of your faculty to be high or low ? 6. Will you be moving to a new high school upon its completion ? 7. What is the highest degree that you currently hold None B.A. or B.S. B.A. or B.S. + M.A. M.A. + 8. Check the term or terms in which you attended the university workshop. Fall Winter Spring None 79 .. 5‘ ,r.__. V 8O emu 5os.o5moa Hence soo.ee «mm omn.~3eoa ooaaowosoo asses; mam. omm.a ~5H.Hm m m5m.mma noasowoboo scorpom owners emu emm.5moaa Hosea www.ms «mm 5mo.5mSaa coasowocdo sarong one. moo.a mom.m5 m 5N5.mam ooaaowopdo soospom puopnpnoa 3mm 5cm.mm3m Hopoe 5dr.om Hum omm.aoma noaaowopoo sense: «as. moo.m nma.e5 m H5m.mN~ noasowopeo sternum pocsIoaa warrants Hence I saw 5:5.H5me adsoa one. emu o5o.5oma ooaaomoeoo cases: 030. mma. cow. n N5o.m moaaowopmo soospom owsoso emu wro.amms Hopoe ~5o.5 emu HmH.om5a ooasowocdo sass“; moo. mom.m oom.oa m oom.om noasowopdo scorpom pucstoom . emu dam.mrm~oa euros . mmo.mmo Ham moo.ao5rma moasowopco seeps: one. mom.a ose.5maa m oem.~onm noasowopoo seossom pnopIosa scammomoam acaaaoeooaa Soeocsm conceduaswdm modpmapwpm Chosen mo monsoon oosedad> opdsdwoaaae m some mooawoa mo saw no condom oaoom owes mBZQmHOHBm mo MHmHA¢z< U xHszmm¢ 81 3mm «mo.o3mm Hence Sam.5m «mm omo.oomm noncomopco seeps: mma. maw.a ma~.ow m www.0ma moaaowopdo sternum owsdnv emu ao5.a5maa Hdpoa omn.3: emu ooo.omuaa noaaowopco sense: one. moo. mm~.5~ m H05.em noaaomopeo scraper bnopupuom 3mm 5mm.mmmm . Hence seo.mm emu nam.ma5m ucaaowopuo sashes and. omm.a o3m.:o m omo.maa uoaaowopdo soosaom pmopIoaa response . emu eroded? Hosea omm.am Ham Ham.omoma roaaomopoo seeps: amm. Hmm.a 5mm.3w m Nmm.3 a moaaowopoo creeper smudge . and ooo.oe~me Hobos o~3.~m emu smm.5mama housewopoo eased: 5pc. awn. oao.5m m ~5o.mm uoasomopco sources puopIeuoa 3mm 3rm.mmr5 Hence aom.mm «mm sma.moom uoaaowosoo eased; New. oom.a omo.mm m ooo.35a uoasowopdo sooSpom poocIosm Homaosaam asaaacucoam soeoosm cosdoamaewdm modpmapopm meadow no monsoon oesoaao> opmsawoaaae a some mooawon mo sum mo condom onoom some Aeossassoov o xHozmaas 82 3mm 3wm.mmmw Hence Sea.mm amm ma5.nomo noaaowopco eases: mom. moo.a mm5.w~ m www.0m modaowopmo somepom crease emu 5oe.ommo Hence m33.om Hmm mmm.wmmw moahomopdu adapaz m5o. mmm.m mm3.ow m mm3.ama moaaowoudo sternum pmopIpmom smm 53m.mmoo Hence oo5.mm amm mmm.mmso moaaomopoo seeps: are. bem.m mr5.om m ooo.o5a noaaowopoo soospom pnosuoam NWaaaaaoo 3mm 5am.mwooa Hepoa ~m5.dn emu asm.55mm moaaomepco senses new. oe5. mom.m~ m oom.mm ucaaomoccoAsoospom ensure emm 5mm.ommaa Hence 55a.¢3 «mm mmo.mmoaa noasomopoo snaps; 5NN. mme.e amm.so m e05.maa moasowcpco soespom emoeIomoa 3mm www.mmmd Hosea mom.om and moo.~eaa noesowopdo Sascha 3mg. 0mm.a 3mm.mw m www.mom moaaowopoo sooapom pmopIoam Hoosom spaaaooposa soeoosa cosd0d9aswam moapmapdpm seesaw mo monwavm ooswaao> oposaxoaaae 5 area mooawom mo saw mo reason oaoom some Accessesoov o xHozmmme 83 emu mm5.mmoe~e ewpoa mor.m53 emm omm.mmawee noeaowceoo senses wee. ddw.e mmo.ooa m m5e.oo5m noesomoeco scorpom assess . 2mm aem.mmmm5e edeoe . mo5.m5o emu mmo.mmmo5e noeaomoeoo sense: 50:. and. emo.mmo m mm~.e5ae noeeomopco scorpom encrusted eme em~.53mmee eases ., mmo.omm emu s5m.ooeose noeoemoeoo sense: eee. eeo.m eme.5mee m omm.~mmm noeeowopeo sternum amounted eases areeebdooea sooooea coerceMesmem moepmepopm seesaw mo monsoon oosweed> opoaexoaaad m coo: mooawom no saw no moasom owoom some Aomfifidpsoov o XHszmm< "‘MuIIIIIIIIII“