IN F O R M A T IO N T O USERS This m ateria l was produced fro m a m ic ro film cop y o f th e original do cu m en t. W hile the m o s t advanced technological m eans to p h o tograph an d reproduce this d ocum ent have been used, th e q u a lity is h e a v ily d e p e n d e n t upon th e q u a lity of the original s u b m itte d . T h e fo llo w in g e x p la n a tio n o f te c h n iq u e s is provided to m arkings or patterns w hich m ay a p p e a r on this re p ro d u c tio n . help y o u understand 1. T h e sign or " ta rg e t" fo r pages a p p aren tly la c k in g from the docum ent p ho to g rap h ed is "M issing P ag e(s)". I f it was possible to obtain the missing page(s) o r section, th ey are spliced in to the film alo n g w ith adjacent pages. T h is m a y have necessitated c u ttin g th ru an im age a n d d u p licatin g adjacent pages to insure yo u c o m p le te c o n tin u ity . 2. W hen an image on th e film is o b lite ra te d w ith a large round black m a rk , it is an in d ic atio n th a t th e p h o to g ra p h e r suspected th a t the copy m ay have m oved during exposure a n d thus cause a b lu rre d image. Y o u w ill find a good image o f th e page in th e a d jace n t fram e. 3 . W hen a m ap, draw in g o r c h a rt, e tc ., was p a rt o f the m aterial being p ho tographed the p h o to g ra p h e r fo llo w e d a d e fin ite m eth o d in "s e c tio n in g " the m a te ria l. It is cu sto m ary to begin pho toing at the upper le ft hand corner o f a large sheet and to c o n tin u e pho toing fro m le ft to rig h t in equal sections w ith a small overlap. I f necessary, sectioning is c o n tin u e d again — b eg in n in g b e lo w the firs t ro w and continuing on until c o m p le te . 4 . T h e m a jo rity o f users in d ic a te th a t th e te x tu a l c o n te n t is o f greatest value, h o w eve r, a som ew hat h ig h e r q u a lity re p ro d u c tio n could be m ade fro m "p h o to g ra p h s " if essential to th e understanding o f the dissertation. Silver p rin ts o f "p h o to g ra p h s " m a y be ordered at a d d itio n a l charge by w ritin g th e O rd e r D e p a rtm e n t, giving th e catalog n u m b e r, title , au th o r and specific pages y o u wish re p ro d u c e d . 5. P L E A S E NO TE: Som e pages m ay have in d is tin c t p rin t. F ilm e d as received. Xerox University Microfilms 300 N orth Z e e b Road Ann A rbo r. M ichigan 48106 7 6 - 1 8 ,6 3 7 JOHNSON, W ilfre d Anthony, 1942A STUDY OF THE ATTITUDINAL AND PERSONALITY TRAITS OF STUDENTS ACCEPTED INTO THE ELEMENTARY EDUCATION AND SPECIAL EDUCATION— EMOTIONAL IMPAIRMENT TRAINING PROGRAM AT MICHIGAN STATE UNIVERSITY DURING SPRING TERM, 1974. Michigan S ta te U n iv e rs ity , P h .D ., 1975 Education, teacher tr a in in g Xerox University Microfilms t A n n A rb o r. M ic h ig a n 4 8 1 0 6 A STUDY OF THE ATTITUDINAL AND PERSONALITY TRAITS OF STUDENTS ACCEPTED INTO THE ELEMENTARY EDUCATION AND SPECIAL EDUCATION - EMOTIONAL IMPAIRMENT TRAINING PROGRAM AT MICHIGAN STATE UNIVERSITY DURING SPRING TERM, 1974 By W ilfr e d A„ Johnson A DISSERTATION Submitted to Michigan S ta te U n ive rsity in p a r t i a l f u l f i l l m e n t o f the requirements f o r the degree of DOCTOR OF PHILOSOPHY Department o f Elementary and Special Education 1975 ABSTRACT A STUDY OF THE ATTITUDINAL AND PERSONALITY TRAITS OF STUDENTS ACCEPTED INTO THE ELEMENTARY EDUCATION AND SPECIAL EDUCATION - EMOTIONAL IMPAIRMENT TRAINING PROGRAM AT MICHIGAN STATE UNIVERSITY DURING SPRING TERM, 1974 By W ilfr e d A. Johnson The focus o f t h is study involved an examination o f s e le c te d p e rs o n a lity and a t t i t u d i n a l c h a r a c t e r is t ic s o f elementary and special education - em o tio n a lly im paired tea ch er education candidates, possibly a s s is tin g in the i d e n t i f i c a t i o n o f those candidates who appear to be the most promising in d iv id u a ls f o r these t r a in i n g programs, The i n t e n t o f t h i s study was to provide info rm ation to the special education - emotional impairment and elementary education program personnel f o r use in the s e le c tio n process f o r majors. If it is p o s s ib le to both d e fin e p e r s o n a lit y types in th e elementary educa­ tio n and s p e c ia l education - emotional Impairment tr a in e e s , as w e ll as d is tin g u is h between p e r s o n a lity t r a i t s o f t r a in e e s in these two cur­ r i c u l a , t h i s in fo rm a tio n could become a useful p a r t o f a s e le c tio n procedure f o r both t r a in i n g programs. The a t t i t u d i n a l and p e r s o n a lity c h a r a c t e r is t ic s were in v e s ­ t ig a t e d in terms o f: a t t i t u d e s , i n t e r e s t s , needs and the students* perception o f t h e i r t r a i n i n g program. W i l f r e d A. Johnson The sample s e le c te d f o r the study consisted o f n in e ty -e ig h t students accepted In to th e teach er t r a in i n g program f o r elementary education and special education - em o tio n a lly Im paired a t the ju n i o r le v e l during the Spring Term, 1974, a t Michigan S t a te U n iv e r s ity . Data were gathered by means o f a b a t t e r y o f s e l f - r e p o r t i n g instruments which Included the Minnesota Teacher A t t i t u d e In v e n to ry . Strong Vocational I n t e r e s t B la n k , Edwards Personal Preference Schedule and a student info rm ation form. The t o t a l s t a t i s t i c a l an alysis was subdivided in t o two sec­ t io n s . The f i r s t se ctio n d e a lt w ith c a te g o ric a l kinds o f in fo rm a tio n . In th is s e c tio n . Chi-square te s ts o f homogeneity were employed to t e s t the s i g n i f i c a n t d iffe re n c e s between the two groups o f teach er t r a in i n g c a n d id a te s . The second s e c tio n d e a lt w ith q u a n t i t a t i v e kinds o f inform a­ tio n using m u l t i - v a r l a t e an a ly s is o f varian ce as th e s t a t i s t i c a l t r e a t ­ ment. This section was subdivided in t o th re e phases ( M . T . A , I . , S . V - I . B . E .P .P .S .) w ith each phase being run one a t a tim e . The data o btained on the Instruments used in the study i n d i ­ cate th a t the two groups d i f f e r e d s i g n i f i c a n t l y in th e fo llo w in g areas: A. In fo rm atio n Form 1. The number o f formal experiences they had had w ith handi­ capped c h ild r e n . 2. During what y e a r in school t h e i r v o c a tio n a l choice was made. W i l f r e d A . Johnson B. Strong Vocational I n t e r e s t Blank 1. A r t teach er 2. English teacher 3. Language teacher 4. Recreation le a d e r 5. Guidance counselor 6. Speech p a th o lo g is t The two groups did not d i f f e r s i g n i f i c a n t l y on the Minnesota Teacher A t t i t u d e In v e n to ry . Edwards Personal Preference Schedule, or th e remaining scales on the Strong Vocational o th e r e ig h t v a ria b le s on the In fo rm a tio n Form. I n t e r e s t B lan k» o r the ACKNOWLEDGMENTS A th e s is represents the concerted e f f o r t s o f many people, and although the research er accepts f u l l r e s p o n s i b i l i t y f o r any weak­ nesses which rem ain, he must share the c r e d i t f o r a l l s tre n g th s . It is not possible to mention the name o f each person who c o n trib u te d to th is study or the zeal o f the w r i t e r . Special a p p re c ia tio n is extended to my chairman, Dr. Ronald M. W o lth u is, f o r h is guidance, encouragement and his w illin g n e s s to in v e s t hours o f h is time throughout t h is study and the e n t i r e graduate program. I am most g r a t e f u l to Dr. Edwin K e l l e r , whose s t e l l a r a b i l i ­ t i e s as a pro fesso r made things a l i t t l e more understandable and p leasan t in w r i t i n g th is research document. M elcer f o r p a r t i c i p a t i n g on my committee. Thanks to Dr. Donald I w ill fo re v e r be g r a t e f u l f o r the le a d e rs h ip , f r ie n d s h ip and p ro fe s s io n a lis m given me by Dr. Eugene P e r n e ll, J r . Punch, I could never r e l a t e to you o r anyone the f o r t i t u d e , stam ina, love and understanding t h a t tra n s p ir e d through t h is study and graduate work between us. I thank God f o r you and the constancy you provided. To my parents and f a m il y , I would l i k e to say, never before have I r e a l l y had the o p p o rtu n ity to exem plify your teachings o f lo v e , understanding, kindness, p atien ce and preserverance as was needed in th is p r o je c t . To my f r i e n d s , Mary, Diane, H a ro ld , Velma, Nat) who endured w ith me, thanks f o r you. It is my hope th a t t h is endeavor w i l l serve as an in s p ir a tio n to my b r o th e r , C a r l. The w r i t e r is not verbose enough to p ro p e rly thank his lo v e , Mary, f o r her support, understanding and s a c r i f i c e s through i t a l l . The magnitude o f events during t h is phase o f l i f e cannot be e c lip se d by any o th e r. TABLE OF CONTENTS Chapter I. II. III. IV . Page INTRODUCTION ............................................................................................. 1 Background o f the s t u d y ...................................................... Need f o r th e s t u d y ................................................................... Scope o f the s t u d y ................................................................... Overview o f the remainder o f the s t u d y ...................... 1 7 9 12 REVIEW OF LITERATURE AND PRIOR RESEARCH ................................ 13 In tr o d u c tio n .................................................................................... Factors I n h i b i t i n g Research on Teacher Person­ a l i t y , A ttitu d e s and S k i l l s ............................................. Teacher A t t i t u d e Studies .......................................................... The Need f o r Teacher A t t i t u d e Studies in Special E d u c a t i o n .................................... * ............................................ Career M o tiv atio n s ........................................................................ Summary.................................................................................................. 13 METHODOLOGY.............................................................................................. 35 Study Q u e s t i o n s ................................................................................. S a m p l e .................................................................................................. The M e a s u r e s ..................................................................................... The stu d en t q u e s tio n n a ire ................................................. The Strong Vocational I n t e r e s t Blank ........................... Edwards Personal Preference Schedule ........................... The Minnesota Teacher A t t i t u d e In v e n to ry .................. Treatment o f the d a t a .......................................................... 35 37 38 38 38 39 42 44 FINDINGS .................................................................................................. Q u estio n n aire Items ........................................................................ Percep tio n o f program d i f f i c u l t y .................................... C e r t a in ty o f vo cation al choice ......................................... Year p res en t c a re e r choice was m a d e ........................... Number o f experiences w ith normal c h ild r e n . . . . Number o f experiences w ith handicapped c h i l d r e n ..................................................................................... Year vo c atio n al choice was m a d e .................................... Commitment to teach in area o f t r a i n i n g .................. Standardized Test Results .......................................................... Strong Vocational I n t e r e s t Blank .................................... Edwards' Personal Preference Schedule ....................... Minnesota Teacher A t t i t u d e Inv en to ry ........................... iv 14 16 21 25 32 46 46 46 47 48 49 50 51 53 54 54 55 58 Page C h a p te r V. SUMMARY AND DISCUSSION........................................................................ 62 Career Choice ..................................................................................... A t t i t u d i n a l and P e rs o n a lity D iffe r e n c e ........................... L im ita tio n s and Suggestions f o r Further R e s e a r c h ......................................................................................... 68 68 BIBLIOGRAPHY 69 ........................................................................................................... 72 SELECTION CONDITIONS AND PROCEDURES FORUNDERGRADUATE STUDENTS INTENDING TO BECOME MAJORS IN SPECIAL EDUCA­ TION TEACHER PREPARATION CURRICULA AT MICHIGAN STATE UNIVERSITY.................................................................................................. 77 LETTERS OF CONTACT WITH RESPONDENTS.......................................... 80 APPENDICES A. B. C. STRONG VOCATIONAL INTEREST BLANK FOR MEN ............................... 83 STRONG VOCATIONAL INTEREST BLANK FOR WOMEN ........................... 94 D. EDWARDS PERSONAL PREFERENCE SCHEDULE.......................................... 106 E. MINNESOTA TEACHER ATTITUDE INVENTORY.......................................... 124 INFORMATION FORM...................................................................................... 131 F. v LIST OF TABLES T able 1. 2. 3. 4. 5. 6. 7. 8. 9. Page D is t r ib u t io n o f su bjects according to t h e i r perceptions o f program d i f f i c u l t y ........................................ 46 D i s t r ib u t io n o f su bjects according to the c e r t a in t y o f t h e i r vo catio n al choice ...................................................... 47 D is t r ib u t io n o f subjects according to the y e ar the c a re e r choice was m a d e .............................................................. 48 D i s t r ib u t io n o f su bjects according to the number o f experiences w ith normal c h ild re n .................................... 50 D i s t r ib u t io n o f su b je cts according to the number o f experiences w ith handicapped c h ild re n . . . . . . 51 D i s t r ib u t io n o f su bjects according to the year v o cation al choice was m a d e ...................................................... 52 D i s t r ib u t io n o f su bjects according to commitment to teach in area o f t r a i n i n g ................................................. 53 Table o f means. Summary o f data f o r em otionally im paired and elem entary education majors f o r the S . V . I . B ............................................................................................ 56 F t e s t f o r the S . V . I . B ................................................ 57 Table o f means. Means and standard d e v ia tio n f o r emotional impairment and elementary education majors f o r the E .P .P .S ...................................................................... 59 11. U n iv a r ia t e F t e s t f o r the E .P .P .S ................................................ 60 12. U n iv a r ia t e F t e s t f o r the M .T .A .1 ................................................ 61 10. U n iv a r ia t e vi CHAPTER I INTRODUCTION Background o f the study The development and expansion o f programs f o r the education o f handicapped c h ild re n and youth have o fte n been hampered because o f a severe shortage o f q u a l i f i e d personnel. In the e a r ly s i x t i e s , i t was estim ated t h a t f o r every one tr a in e d te a c h e r , fo u r were needed (K ir k and Sava, 1964 ). To help meet t h is c r i t i c a l shortage o f teachers in; a l l d i s a b i l i t y a re a s , th e United States Congress, in 1963, enacted P u b lic Law 8 8 -1 6 4 . Under the provisions o f T i t l e III of th is A c t, grants are made to colleges and u n i v e r s it i e s and to s t a te education agencies f o r the p re p a ra tio n o f p ro fess io n al personnel f o r the educa­ t io n o f handicapped c h ild r e n . P r io r to t h is tim e , th e re had only been two p u b lic laws enacted which made p ro visio ns f o r t r a in i n g le a d e rs h ip personnel f o r the handicapped. In 1958, P ublic Law 85-926 was enacted f o r t r a in i n g teachers f o r the m e n ta lly r e ta r d e d , and, in 1961, the United States Congress enacted P ublic Law 87-276 f o r t r a in i n g teachers o f the d eaf. VanTassel (1 9 7 2 , pp. 2 -3 ) s ta te d t h a t , " a t Michigan S ta te U n iv e r s it y , an i n s t i t u t i o n w ith a very la r g e r e g u la r teacher t r a in i n g program, special education enrollm ents have n e a rly doubled w ith in the 1969-1971 p e rio d ." Enrollments have increased even more since then. VanTassel goes on to say, 1 2 Two s p e c if ic types o f problems have developed as a r e s u l t o f t h is s i t u a t i o n . While many school systems s t i l l need a d d i­ t io n a l professional s t a f f tra in e d in c e r ta in d i s a b i l i t y areas, Michigan should a t t a i n p r o je c te d , f u l l - s e r v i c e o b je c tiv e s w it h in th e next th ree years (S ta te P lan , 19 71 ). Thus, the p o te n tia l f o r s a tu ra tio n o f t h i s segment o f th e employment market f o r newly graduated teachers e x i s t s , and students c u r r e n tly completing t r a in i n g are l i k e l y to f in d i t in c re as­ in g ly d i f f i c u l t to secure ap p ro p ria te teaching p o s itio n s . "Increased undergraduate enrollments also pose the th r e a t o f s e rio u s ly i n h i b i t i n g f a c u lt y e f f o r t s to m aintain o r upgrade program standards." educational ( I n some cases, f in a n c ia l incen tives have stim u late d these i n s t i t u t i o n s and s t a t e education agencies to i n s t i t u t e or expand special education teach er t r a in i n g programs, perhaps lim it i n g serious attempts to s e le c t the best q u a l i f i e d persons f o r admission to the f i e l d o f special e d u c a tio n .) A search f o r the i d e n t i f i c a t i o n o f re le v a n t s e le c tio n c r i t e r i a presents many problems because l i t t l e is known a t the present time about the s p e c if ic re le v a n t fa c to rs to con­ s id e r in the s e le c tio n o f candidates f o r special education (emotional impairment) teach er t r a i n i n g . A search o f the l i t e r a t u r e in t h is case reveals th a t a number o f studies a. b3 c„ d. e. have been conducted around the issues Teacher a t t i t u d e A t t it u d e change Career choice P e rs o n a lity change P e rs o n a lity needs The focus o f t h is study is an examination o f p e rs o n a lity and a ttitu d in a l c h a r a c t e r is tic s o f elementary and special education teachers a t Michigan S ta te U n iv e rs ity to possibly a s s is t in the s e le c tio n o f special education - em o tio n a lly impaired teacher education candidates 3 and to a s s is t in the i d e n t i f i c a t i o n of those candidates who appear to be the most promising in d iv id u a ls f o r these c u r r ic u la and t r a in in g programs. Jordan (19 62 , p. 21) described a special class teach er as "a person q u a l i f i e d by temperament and t r a in i n g to deal w ith those c h ild re n who have not 'prospered' in th e re g u la r program and who, as in d i v i d u a l s , have probably d is ru p te d the id e a l process o f te a c h in g ." o ffe re d l i t t l e Although Jordan em pirical support f o r such a d e s c r ip t io n , he im p lied th a t the r o le o f th e special education teach er is d i f f e r e n t from t h a t o f the elementary te a c h e r and t h a t s p e c i f ic t r a i t s are necessary to f u l f i l l t h is r o le s u c c e s s fu lly . A hypothesized d if f e r e n c e in p e r s o n a lity c h a r a c t e r is t ic s between p rospective sp e c ia l education and elementary teachers is suggested 1n several s tu d ie s . D u r f lin g e r (1948) found t h a t the t r a i t p a tte rn s o f high school teachers a re d i f f e r e n t from those o f elementary te a c h e rs . Ryans (1960, pp. 286-288) also demonstrated t h a t the p e r s o n a lit y c h a ra c te r­ i s t i c s o f elem entary and secondary teachers are not id e n t ic a l and, fu rth e rm o re , he discovered s i g n i f i c a n t d iffe re n c e s w ith respect to age, exp erience, sex, a v o c a tio n , r e l i g i o n , and m a rita l s ta tu s . o f these s t u d ie s , th en , two questions may be asked: On the basis (a ) Are the per­ s o n a lity c h a r a c t e r is t ic s o f te a c h e r tr a in e e s of the en iotio nally impaired d i f f e r e n t in degree and/or kind from those o f elementary teacher tra in e e s ? and (b) Do these d if f e r e n c e s , i f th e re are any, in flu e n c e the i n d i v i d u a l 's choice o f a career? I f these questions are to be answered, o b je c t iv e and e m p ir ic a lly d e riv e d data on the types o f persons expressing a p reference f o r teaching the e m o tio n a lly impaired are necessary. 4 Indeed, i t has become in c re a s in g ly ev id e n t in rece n t years th a t the te a c h e r's p e rs o n a lity classroom. „ is a s i g n i f i c a n t v a r ia b le in the Some would argue th a t i t is the most s i g n i f i c a n t v a r i a b l e ” (G etzels and Jackson, 1963, p. 50 8). This v a r ia b le is e s p e c ia lly tru e in the f i e l d o f teaching the em o tio n a lly d isturbed and s o c i a l l y mal­ adjusted whe-e research in d ic a te s t h a t the s p e c ia liz e d needs and heightened s e n s i t i v i t i e s o f the em o tio n a lly handicapped re q u ire teachers whose personal c h a r a c t e r is t ic s are as im portant as t h e i r professional competencies (M ackie, Kvaraceus and W illia m s , 19 59 ). Y e t, d e s p ite continued repo rts t h a t the a b i l i t y to m otivate and e s ta b lis h rapp o rt depends more on the te a c h e r 's p e r s o n a lity than on s p e c i f ic classroom techniques (Rabinow, 1 9 6 4 ), th e re have been few o b je c tiv e in v e s tig a tio n s concerning those fa c e ts o f the te a c h e r's p e rs o n a lity which are necessary to insure successful teaching performance. F ie ld reports from a d m in is tra to rs and supervisors in d ic a te an increasin g awareness o f t h is problem to g e th e r w ith an expressed need f o r some meaningful basis f o r e v a lu a tin g p e rs o n a lity fa c to r s in teacher re c r u itm e n t, s e le c t io n and t r a in i n g programs to add to th e b a s ic a lly s u b je c tiv e process o f s e le c tio n which appears to p re v a il c u r r e n tly (Scheuer, 19 66 ). I t would appear t h a t educational i n s t i t u t i o n s should play an a c t iv e r o le in determ ining which teach er t r a i t s a re im portant f o r teachers o f the em o tio n a lly im p aire d . This focus may be d i f f i c u l t to implement when the same colleges and u n iv e r s it ie s have been remiss in the study o f p e r s o n a lit y t r a i t s o f elementary and secondary teach er can didates. As co lleg es o f education begin to face a sh rin k in g jo b market f o r t h e i r elementary and secondary education g rad u ate s, s e le c t iv e 5 admission p o lic ie s are l i k e l y to be needed. Who among th e diverse numbers and types o f students applying should be se lec ted f o r what type o f teach er tra in in g ? In a recent issue o f Phi D e lta Kappan (Janu ary, 1974, pp. 3303 3 4 ) , B lac kin g to n , Houston, and Olmsted s ta te d t h a t "over tim e , each tea ch er develops a 'p ro fe s s io n a l s ta n c e .' P rofessional tr a in in g and work experience fu n c tio n mainly to a llo w the p a r t ic ip a n t s to e la b o ra te upon personal and a t t i t u d i n a l tendencies alre a d y p resen t. E arly iden­ t i f i c a t i o n o f such p a tte rn s is most l i k e l y to r e s u l t in the various 'p ro fe s s io n a l stances' which would be o f s ig n if ic a n c e to i n s t it u t io n s seeking r a tio n a l means f o r e s ta b lis h in g admissions c r i t e r i a and more e f f i c i e n t in s t r u c t io n a l programs." The seven p ro fess io n al stances i d e n t i f i e d by Phi D e lta Kappan a re: 1. The C hild Focuser. The most in te g ra te d stance is t h a t taken by the c h ild fo c u s e r. As im p lie d by th e l a b e l , the key a t t r i b ­ u te o f the c h ild focuser is h is /h e r single-m inded devotion to the pupil as an unfinished p e r s o n a lit y whose special needs a teacher must understand and serve. For these tea ch ers, schools r e a l l y do e x is t f o r c h ild r e n . 2. The P ra g m a tis t. More than o th e r tea ch ers, the pragmatists cut and f i t , re c u t and f i t and then f i t ag a in . A c e n tra l a r t i c l e o f f a i t h o f th e pragm atist is t h a t "experience teaches," and they are c o n fid e n t th a t they can properly assess the lessons o f t h e i r ex p erien ce. Even when the pragm atists f i n d them­ selves wrong, what p ro te c ts them is t h e i r a d ro itn e s s ; they are successful p o l i t i c i a n s . But most o f a l l , th e p rag m a tists, as good o rg a n iz a tio n members, accept r e s p o n s i b i l i t y . 3. The Task Focuser. For the task fo c u s e r, th e main business o f the teach er is to guide p u p ils in mastering t h e i r assignments. The c h ild fo c u s e r's notions t h a t work and play are i n t e r ­ changeable and t h a t e n te rta in m e n t may be used as a reward are f o r e ig n , f o r th e task fo c u s e r's conception o f a school is a serious business. 4. The Contented C onform ist. Contented conform ists do what is expected of them, c o n s c ie n tio u s 1y and w ith as much s k i l l as 6 they can m uster. However, the contented conformists do not f e e l pressure because th ey do not co n sider teaching as r e q u ir ­ ing the te a c h e r to make a s e rie s o f c h o ic e s , but r a t h e r as doing what one is t o ld . 5. The Time S e r v e r . The tim e s e rv e r 's lac k o f concern f o r h i s / her own e x c e lle n c e o f h is /h e r own personal achievement, along w ith a b e l i e f t h a t teaching n e it h e r demands special knowledge nor s i g n i f i c a n t l y serves s o c ie ty are fu n c tio n s o f a la c k o f in te g r a te d b e l i e f s about education. Although tim e servers are q u it e p o s it iv e in a s s e rtin g t h a t they "enjoy t h e i r work w ith c h i l d r e n , " t h e i r stance seems designed to keep the youngsters a t a d is ta n c e . Alone, among the stance ty p e s , the time servers assign an i n t r i n s i c v a lu e to order and are much concerned w ith problems o f classroom management. 6. The A m bivalen t. The a m b iv a le n ts 1 group appears to be composed o f persons who are somehow in t r a n s i t i o n , f o r what they do is f u l l o f in c o n s is te n c ie s . One hypothesis about the p l i g h t o f the am bivalents is t h a t f o r them the d i s p a r i t y between what to b e lie v e about c h ild re n and teaching and what they have found to be th e r e a l i t y o f the classroom is so g re a t as to have fragmented t h e i r b e l i e f system. 7. The A1 ie n a te d . The d i s t i n c t i v e q u a l i t y o f the a l i e n a t e d s 1 stance is an i n a b i l i t y to i d e n t i f y w ith o th e r teachers o r to accept the worth o f tasks which schools s e t f o r c h ild r e n . The a lie n a te d s are the most heterogenous o f our stance ty p e s , since the roots o f t h e i r d is co n te n t are so v a rio u s . Some r e j e c t th e p a r t i c u l a r groups o f c h ild re n assigned to them or the f a c u l t y o f which they are a p a r t . They are h ig h ly ego­ c e n tr ic and e a s i l y th re a te n e d . The vast d iffe r e n c e s in persona1i t y t r a i t s and c h a ra c te r m o ti­ va tion s suggested by the previous d e lin e a t io n o f tea ch er types r a is e several questions: 1. How d id th ese teachers g et t h is way? 2. Can a p ro fe s s io n a l stance or elements o f a p ro fe s s io n a l stance be i d e n t i f i e d e a r ly in a p rospective te a c h e r 's formal t r a in i n g program? 3. Is a person's p ro fe s s io n a l stance m o d ified during h is t r a in i n g program? 4. Do d i f f e r e n t types o f teachers have d i f f e r e n t types o f pro­ fe s s io n a l stances o r p e r s o n a lity c h a r a c t e r is t ic s ? 7 To be ab le to i d e n t i f y behavior p a tte rn s e a r ly in the education m ajo r's program or to be able to a s c e rta in the teaching stance f o r which he o r she appears to be preparing might provide the o p p o rtu n ity to modify some behavior o r change elements o f t h a t stance to some degree. However, some data suggest t h a t our educational i n s t i t u t i o n s e i t h e r lack o r are not concerned about u t i l i z i n g these elements in a teach er t r a in in g program. C areful a t t e n t io n is not given to student e n try in fo rm atio n nor Is th e re any attem pt to monitor student behavior— both possible in d ic a to rs o f teaching p o t e n t i a l . This f a i l u r e may be e s p e c ia lly damag­ ing in the f i e l d o f s p e cial ed u ca tio n , p a r t i c u l a r l y in the area of teaching the em o tio n a lly im paired. L i t t l e , i f any, c o n sid e ra tio n has been given to ex p lo rin g the p o s s i b i l i t y t h a t e f f e c t i v e teachers and th e ra p is ts who work w ith the em o tio n a lly impaired may possess a c l u s t e r o f s i m i l a r p e r s o n a lity a t t r i b u t e s — o r may adopt a p a r t i c u l a r "stance"— which enables them to "reach" d is tu rb e d c h ild r e n . Need f o r the study I t is im p erative t h a t research mc^els be developed f o r s e l e c t ­ ing or screening candidates who possess p e r s o n a lity t r a i t s c o n s is te n t w ith e f f e c t i v e q u a l i t i e s as teachers o f the em o tio n a lly im paired. C h ild ren who are re c e iv in g s e rv ices f o r emotional needs. impairment have many I f these c h ild re n are to make a p p re ciab le educational g ain s , t h e i r teachers should possess c e r t a in q u a l i t i e s and h o p e fu lly not have as many needs to be met as do th e c h ild re n they tea ch . Enrollments 1n undergraduate tea ch er t r a in i n g programs in m sp e c ia l education - em o tio n a lly impaired have more than doubled in 8 recent years (1969-1974) a t Michigan S tate U n iv e rs ity and other u n iv e r s it ie s . Some o f th is growth can be a t t r ib u t e d to the fo llow ing fa c to rs : 1. There are both increasing public awareness and acceptance o f the f a c t th a t ch ild ren who are exceptional need special help. 2. Public and p riv a te services f o r the em otionally impaired have expanded during the past decade. The emergence of education f o r the em otionally impaired as a component o f the t o ta l educational program in most la rg e and medium-sized communities has increased. 3. Many more high school and college students are a ttra c te d to th is f i e l d as a p o te n tia l career choice. Others may have chosen to teach the em otionally impaired as a r e s u lt of the reduction in the numbers o f re g u la r elementary and secondary teach­ ing p o s itio n s . This declin e in regu lar elementary and secondary teach­ ing positions may r e s u lt in p art from the d eclin in g b ir t h r a t e o f the 1960's and the serious f in a n c ia l d i f f i c u l t i e s o f many school d i s t r i c t s during the 1970's. For a v a r ie ty of reasons then, perhaps ranging from r e a l i s t i c i n t e r e s t in professional involvement w ith exceptional c h ild re n to purely fin a n c ia l motives, students have e n ro lle d in emotional im p air­ ment t r a in in g programs in increasing numbers in recent years. In the area of special education, the extreme shortage o f teachers o f the em otionally impaired as w ell as an estimated a t t r i t i o n ra te o f s ix t y per cent to seventy per cent (w ith in 1964-1967) o f the tra in e d teachers in the area o f emotional impairment r e l a t i v e to o th e r teaching area s, p oint up the need f o r more adequate screening and s e le c tio n c r i t e r i a o f prospective teachers in the f i e l d . meet th a t need. This study makes one attempt to 9 Scope o f the study The need f o r a sound t h e o r e t ic a l frame o f referen ce in stu d ies r e l a t i n g to the te a c h e r's p e rs o n a lity appears p a r t i c u l a r l y urgent in the f i e l d of sp ecial education - em otio nally Im p aired. Several researchers have s ta te d t h a t , "Unresolved key issues, conceptual am biguities and pro fession al dissension have b lu rre d the concept o f the te a c h e r's r o le and the e f f e c t s o f his personal a t t r ib u t e s " 19 64 ). (Morse, C u tle r and F in k , According to Morse, and o th e rs , th e re appears to be a mounting consensus t h a t th e p e r s o n a lit y , values and c h a ra c te r t r a i t s o f the teachers in th is area are the touchstones o f successful programming (Morse, 19 58 ). A number o f in v e s tig a to r s who see the te a c h e r's r o l e as essen­ t i a l l y th e ra p e u tic have explored the s p e c i f i c a t t r ib u t e s e x h ib ite d by teachers w ith special s e n s i t i v i t i e s . They have suggested t h a t r a th e r than "doing therapy" on the c la s s ic o n e -to -o n e model, such teachers fu n c tio n as th e ra p e u tic agents in t h e i r own r i g h t by v i r t u e o f t h e i r a b i l i t i e s to r e l a t e e f f e c t i v e l y to the tro u b le d c h ild re n in t h e i r c la s s ­ rooms (Morse, e t a l . , 1 9 6 4 ). A p i l o t study by B a rre tt-L e n n a rd (1960) in d ic a te d t h a t teachers regarded as "outstanding" by t h e i r supervisors had a g r e a te r degree of "congruence," "empathic understanding," and "unconditional p o s it i v e regard" than teachers rated less e f f e c t i v e . Such s u p e rio r performance is m o tiv a te d , in p a r t , by the con­ cept o f need which, as i t is commonly used, recognizes t h a t th e re are c e r ta in classes o f a c t i v i t i e s in which th e in d iv id u a l would engage i f u n fe tte re d by the r e a l i t i e s o f everyday e x is te n c e . W ithin an occupa­ tio n a l group, an examination o f these chosen o r p re fe rre d a c t i v i t i e s 10 becomes im p ortan t fo r two reasons: (a) I t o f fe r s clues to reso lve the question o f why p a r t ic u la r in d iv id u a ls choose c e r t a in p u r s u its ; (b) I t promises to y i e l d insig h ts i n t o such im portant concepts as jo b s a t i s ­ f a c t io n , morale and re la te d concerns through an assessment o f th e r e l a ­ t i v e congruence between an i n d i v i d u a l 's p re fe rr e d a c t i v i t i e s and the demands o f the work s i t u a t i o n . On these grounds alo n e , an examination of needs seems j u s t i f i e d in th e an alysis o f any occupational group. Some understanding o f the r e la t io n s h ip between p e rs o n a lity c h a r a c t e r is t ic s and the need to choose a c a re e r in teaching the emo­ t i o n a l l y Impaired may have im p ortan t im p lic a tio n s f o r re c ru itm e n t and counseling programs. A study o f the p e r s o n a lity c h a r a c t e r is t ic s o f p ro sp ective teachers o f th e em o tio n a lly d is tu rb e d may also serve as the basis f o r th e development o f ap p ra is al techniques which w i l l be useful both to th e student and his high school o r c o lle g e guidance counselor. The in t e n t o f t h i s study is to pro vide in fo rm a tio n to the personnel in th e elementary education and sp ecial education - em o tio n a lly impaired programs on the p e r s o n a lity c h a r a c t e r is t ic s o f persons intend ing to major in each o f these two teach er t r a i n i n g programs. I f i t is pos­ s i b le to d is tin g u is h between p e rs o n a lity types in both the elementary education and special education - em otio nally impaired t r a in e e s , th is in fo rm atio n could become a u s e fu l p a rt o f th e screening process in elementary and special e d u c a tio n . There is already evidence from many stu d ies to in d ic a te th a t p e r s o n a lity c h a r a c te r is t ic s and personal needs are c lo s e ly r e l a t e d to vocational cho ices. Forer (1 9 5 3 , pp. 361-366) concludes t h a t the choice of a vo cation is not p r i m a r i ly r a tio n a l nor l o g i c a l , but is somewhat 11 b lin d , impulsive and emotional. " I t is to a degree unconscious, an expression o f basic p e rs o n a lity o rg an izatio n and can and should s a t is f y basic needs." Roe (1956, pp. 109-111) reviewed the research on person­ a l i t y and vocational choice and summarized i t by s ta tin g th a t according to previous s tu d ie s , th e re are p e rs o n a lity c h a ra c te ris tic s which d i f ­ f e r e n t ia t e between professional groups. Sternberg (1955) also concluded from his comparison o f the p e rs o n a lity patterns o f c o lle g e students majoring in d i f f e r e n t f i e l d s th at th ere are d iffe re n c e s , and found the sharpest d iffe re n c e s were those th a t separated the a e s th e tic group (English and music) from the s c i e n t i f i c group (chem istry, mathematics, biochemistry and psychology). This study hypothesizes th a t the personal needs and p e rs o n a lity t r a i t s o f college students enrolled in the special education - em otionally impaired education program d i f f e r s i g n i f i c a n t l y from the needs and t r a i t s of those en ro lled in the elementary education program. To evaluate th is hypothesis, the personal needs o f both sets of students were measured by the Edwards Personal Preference Schedule, a schedule which consists o f 210 p airs o f items and is designed to measure the r e l a t i v e importance o f f i f t e e n psychological needs. The personal needs in the Edwards Per­ sonal Preference Schedule are based upon a l i s t o f needs described by Murray, e t a l „ (1 9 3 8 ). The Edwards Personal Preference Schedule presents the r e l a t i v e strength o f competing needs ra th e r than the absolute strength o f any one need. Items measuring a p a r t ic u la r need are paired twice w ith each o f the remaining fourteen needs, and the subjects taking the te s t are required to choose from each p a ir o f items. can be obtained on any one need is 28. The maximum score th a t 12 In ad d itio n to personal needs, t h is study examined the p e rs o n a lity and a t t i t u d i n a l t r a i t s o f both types o f education majors (teacher tra in e e s f o r the special education - em otionally impaired and elementary education majors) who were undergraduates a t the ju n i o r lev el and had been accepted in t o the program o f t h e i r choice a t Michigan State U n iv e rs ity Analysis was made by comparing the standard scores received by both sets o f students on the Edwards Personal Preference Schedule, the inventory scores achieved on the Minnesota Teacher A ttitu d e In v e n to ry , and the raw scores a tta in e d by both groups on the Strong Vocatio nal Inventory Blank. Overview o f the remainder of the s'tu3y The re la te d l i t e r a t u r e is reviewed in Chapter I I . Chapter I I I contains a d e s c rip tio n o f the procedures and instruments used in th is study. The r e s u lts o f the study are presented in Chapter IV . In Chapter V, a summary o f the study is made, and conclusions are drawn. CHAPTER I I REVIEW OF LITERATURE AND PRIOR RESEARCH In trod uctio n According to Saunders (1 9 5 6 ), teacher education is concerned w ith the preparation o f persons who w i l l guide the learning a c t i v i t i e s o f c h ild re n w h ile they are attending school. The i n s t it u t io n s th a t have assumed th is preparatory process have been charged with one o f the great r e s p o n s ib ilit ie s o f our day. Y et, j u s t as elementary and secondary school programs have varied considerably from one l o c a l i t y to another, so have teacher education c u rr ic u la varied among d i f f e r e n t i n s t it u t io n s . Some o f the d iffe re n c e s have arisen from c u ltu r a l d is t in c t io n s , others from diverse philosophical concepts. Many a d m in is tra to rs , supervisors, teachers, parents, pupils and teacher educators have assumed th a t they are able to i d e n t i f y and evaluate those a tt it u d e s and s k i l l s which do or should comprise the successful and e f f e c t i v e teacher. This b e l i e f remains tru e despite a ra th e r la rg e number o f studies which have contested both the r e l i a b i l i t y and v a l i d i t y o f some o f the persons making the judgments. Indeed, one o f the important problems in teacher education has been the selec tio n o f c r i t e r i a f o r evalu ating teachers on the basis o f the fo llo w in g ques* tion s: What c o n s titu te s a good teacher? a t t i t u d e s , s k i l l s and practices? What are d e s ira b le teacher How should teachers be tra in e d to 13 14 develop d e s ira b le p e rs o n a lity t r a i t s and a ttitu d e s ? Furthermore, how does the c o lle g e student decide on teaching as a career? Factors In h i b i t in g Research on Teacher P e rs o n a lity , A ttitu d e s and S k i l l s While some research has been conducted to examine changes in a ttitu d e s toward issues tre a te d in course co n ten t, l i t t l e a tte n tio n has been given to the general e f f e c t s of a college environment on students' a ttitu d e s toward ca re e rs , e s p e c ia lly teaching as a c a re e r. This i n f o r ­ mation would indeed seem important today when educators and the general public are concerned about the supply and q u a lity o f teachers. The m a jo rity o f the researchers and experts in the f i e l d have been saying th a t i t is d i f f i c u l t or perhaps even impossible to d e fin e , prepare f o r , or measure adequately teach ers' a t t it u d e s or p e rs o n a litie s . Barr (1961, pp. 105-106) provided a l i s t of e ig h t problema­ t i c areas incurred by researchers concerned w ith the task o f measuring teacher e ffe c tiv e n e s s . The f i r s t seven of the problems mentioned below could a f f e c t cu rre n t or fu tu r e research; the l a s t statement (8 ) i n d i ­ cates a d ir e c tio n th at might prove to be the most f r u i t f u l areas of research p e rta in in g to teacher p e rs o n a lity , a t t it u d e s and s k i l l s . The l i s t by Barr includes: 1. Many d i f f e r e n t words are used to describe the personal c h a ra c te r is tic s o f teachers. One o f the problems confronting workers in th is area is how to reduce the l i s t of d e s c rip tiv e terms according to some meaningful p a tte rn . 15 2. The problem o f measurement has not been s o lve d . W hile a v a r i e t y o f data g ath erin g devices were employed, such as t e s t s , r a tin g sc a le s , s e l f - r e p o r t i n g i n v e n t o r ie s , in te rv ie w s and d i r e c t o bservatio n o f b eh av io r, none, except p o s sib ly the measurement o f temperament and so c ia l competency, showed much v a l i d i t y . 3. The d i f f e r e n t in v e s tig a to r s and c o n s tru c to r o f data g ath erin g devices d e fin e d the c h a r a c t e r is t ic s d i f f e r e n t l y and, in most in s ta n c e s , chose to measure d i f f e r e n t aspects o f p e r s o n a lity even where s i m il a r vocabulary was employed. A d if f e r e n c e o f p a r t i c u l a r concern a rise s out o f the f a c t t h a t some in v e s t ig a t o r s appeared to t h in k o f these personal c h a r a c t e r is t ic s as c o n s titu e n ts o f the person . . . they employed the vocabulary to d escribe b eh av io r. Some g iv e to these p e r s o n a lity c h a r a c t e r is t ic s th e s ta tu s o f in te rv e n in g v a r ia b le s w ith a c tio n re g u la tin g powers; others used these terms to merely describ e behavior. 4. There is a serious problem o f d e f i n i t i o n . The terms employed in discussing th e personal c h a r a c t e r is t ic s o f teachers mean many d i f f e r e n t things to d i f f e r e n t people. No f i e l d needs, more than p e r s o n a lity measurement, a meaningful system o f d e f i n i t i o n , such as might be achieved through c a r e f u l l y constructed b ehavioral and/or o p e ra tio n a l d e f i n i t i o n s . 5. While the terms used to c h a r a c t e r iz e the personal p re ­ r e q u is it e s to teach er e ffe c tiv e n e s s need to be s o l i d l y anchored in observable b e h a v io r, b e h a v io rs , even when taken in c o n te x t, which f r e ­ q u ently they are n o t, are too numerous to pro vide a useful system f o r 16 describing teacher e ffe c tiv e n e s s . Without g e ttin g too many in te rv en in g v a ria b le s , and variables th a t are too ethereal to be v e r i f i a b l e , th e re is need f o r s im p lifie d schemata of reducing the number of things t h a t educators need to keep in mind 1n the evaluation o f teacher e f f e c t i v e ­ ness. 6. I t has been fre q u e n tly observed th a t d if f e r e n t c r i t e r i a measure d i f f e r e n t aspects o f teacher e ffe c tiv e n e s s . Not too much can be achieved in the v a lid a tio n o f p e rs o n a lity measures u n til b e t te r c r i t e r i a are developed. 7. Possibly less use might well be made of s e lf-r e p o r t in g devices and th e conventional p o in t value ra tin g s c a le , and more use might be made o f t e s t s , observable behaviors, and measurable personal c h a r a c te r is tic s . 8. The most promising p o s itiv e re la tio n s h ip s were found f o r o b je c tiv e measures o f emotional s t a b i l i t y , social competency, c e r t a in scores on the Minnesota M u lti phasic P erso n ality Inven tory, and the tests of temperament. As Barr in d ic a te s , then, research on p e r s o n a litie s , a t t it u d e s , and s k i l l s o f teachers cannot be t o t a l l y e f f e c t i v e u n t i l there has been some agreement on language, d e f i n i t i o n , and other v a ria b le s th at are measur­ able. Teacher A t t it u d e Studies Schwiering (1953) did a study a t the U n iv e rs ity of Wyoming providing inform ation on the nature of teacher preparation which y ie ld s the g re a te s t teacher competency. The findings o f th is study r e l a t e to 17 the growing concern expressed by Sandgren in the area o f teach er t r a i n i n g about what c o n s titu te s d e s ir a b le or u n d es irab le a t t it u d e s toward teaching and the teaching s i t u a t i o n on the p a rt o f te a c h e rs . This study was done by Schwiering in an attem pt to : (1 ) r e ­ p o rt c o lle g e te a c h e rs 1 analyses o f t h e i r course o b je c tiv e s which c o n t r i ­ bute to p r e -s e r v ic e teach er p re p a ra tio n ; (2 ) an alyze the e v a lu a tio n o f sen io rs in the c o lle g e o f education o f s p e c i f ic course c o n trib u tio n s to t h e i r teacher p re p a ra tio n ; (3 ) analyze p r a c t ic in g te a ch ers' evalu a­ tio n s o f t h e i r c o lle g e p re p a ra tio n f o r tea ch in g ; (4 ) compare super­ v i s o r s ' e v alu atio n s o f the competence o f the teachers they supervised w ith the p r a c t ic in g te a ch ers' p rep a rato ry education e v a lu a tio n ; and ( 5 ) r e l a t e and compare a l l these evalu ation s as a means o f suggesting p re p a ra to ry program improvements. Schw iering's study can be summarized in the fo llo w in g statem ents: Both in te rv ie w s and q u e stio n n aire s were used to g ath er data in regard to the s k i l l s and a t t i t u d e s which were s e le c te d as c r i t e r i a o f teach er competence. These c r i t e r i a included the a b i l i t y o f th e teach er in : (1 ) using psychological p r in c ip le s o f le a r n in g ; (2 ) planning v a rie d le a rn in g a c t i v i t i e s ; (3 ) meeting needs through e f f e c t i v e methods; (4 ) providing f o r democratic p a r t i c i p a t i o n ; (5 ) using m a te ria ls e f f e c t i v e l y ; ( 6 ) managing an e f f e c t i v e classroom; (7 ) diagnosing and remedying weaknesses; (8 ) e v a lu a tin g e f f e c t i v e l y ; (9) guiding c h ild re n e f f e c t i v e l y ; (10 ) using guidance te s t s e f f e c t i v e l y ; (11 ) counseling e f f e c t i v e l y ; (12) p ro vidin g f o r a p p lic a tio n o f knowledge; (13) e n ric h in g c u l t u r a l l y ; (14 ) developing understandings and a p p r e c ia tio n ; (1 5 ) u t i l i z i n g m a te ria ls and s k i l l s ; (16 ) promoting a t t it u d e s o f s o c ia l p a r t i c i p a t i o n ; (1 7 ) developing democratic competencies; (18 ) cooperating in school p la n n in g ; (1 9 ) sharing in school r e s p o n s i b i l i t i e s ; (2 0 ) I n t e r p r e t i n g the school f o r the p u b lic ; (2 1 ) p ra c tic in g e t h ic a l b ehaviors; (22 ) p a r t i c ip a t i n g cooperation in the p ro fe s s io n , (pp. 13-14) 18 The re su lts o f the Schwiering study can be summarized as fo llow s: There was no p o s itiv e p attern o f agreement in the importance of o b jec tiv es between the experienced teachers and the student teachers. Experienced teachers gave highest values to the variables 'p a r t i c ip a t i n g cooperation in the profession' and 'p ra c tic in g e th ic a l behaviors' as being the most valuable. College in s tru c to rs ind icated those competencies th a t were most a v a ila b le and supervisors reported those competencies th a t were best demonstrated. The p ra c tic in g teachers assigned the lowest sc ale value to 'counseling e f f e c t i v e l y . 1 There was only a s l i g h t re la tio n s h ip between the va riables o f competence which received the lowest ratin g s from the exper­ ienced teachers and the supervisors. The p ra c tic in g teachers designated only average co n tribu tio n s to the f a c to r o f 'diagnosing and remedying weaknesses.' In view o f our present knowledge about teacher education, i t would be safe to suggest th a t teaching a b i l i t y is so complex th a t i t cannot be in v e s tig a te d e f f i c i e n t l y in i t s e n t i r e t y as a u n it . However, i t appears th a t th e re are some aspects o f teaching a b i l i t y which can be is o la te d and studied independently, perhaps a t the r is k of losing some­ thing th a t may occur through the in t e r a c tio n o f the v a ria b le s . To measure teach er-p u p i1 a t t i t u d e s , the Teacher A ttitu d e In v en to ry, a s l i g h t extension o f the one constructed by Leeds (1 9 5 0 ), was used by Robert C all is (1950). Call is found t h a t his inventory would p re d ic t tea c h e r-p u p il re la tio n s reasonably w ell ( r = 0-60 - .60 between inventory scores and a m u ltip le c r i t e r i o n o f teach er-pu p il re la tio n s ). Scores on Leeds' Inventory and the one used by Call is c o rre la te d 0 .9 5 ; th e r e fo r e , the re s u lts of th is study would in d ic a te th a t teacher a t t it u d e s are important and th a t i t would be possible to examine a ttitu d e s o f teachers e n te rin g t h e i r t r a in i n g program. For the in v e s tig a tio n o f the f a k a b i l i t y o f the inventory and the change in teach er-p u p il a ttitu d e s during t r a in i n g and experience, 19 s ix te s tin g sequences were s e t up. Each sequence was composed o f two te s tin g s o f th e same group o f s u b je c ts . Two major conclusions may be drawn from the fin d in g s o f C a l l i s ' i n v e s t ig a t i o n . The f i r s t conclusion i s t h a t th e a t t i t u d e s measured by the Teacher A t t i t u d e In v e n to ry are o f s u f f i c i e n t s t a b i l i t y to w arran t f u r t h e r i n v e s t ig a t io n as to t h e i r e f f i c i e n c y in p r e d ic tin g te a c h e r-p u p il r e la t io n s and in p r e - t r a i n i n g s e le c tio n o f tea ch ers. The changes in Teacher A t t i t u d e In v en to ry ( T . A . I . )-sc o res t h a t occurred during the time spans s tu d ie d , even though s i g n i f i c a n t in two o f th e th re e sequences, were not o f g re a t magnitude. The second major conclusion to be drawn from t h is i n v e s t ig a ­ tio n is th a t th e re a re s i g n i f i c a n t d iffe r e n c e s in te a c h e rpupil a t t i t u d e s among subjects c l a s s i f i e d by t h e i r major c u rric u lu m , and t h a t these d iffe r e n c e s are p res en t in about the same magnitude a t the beginning o f p ro fe s s io n a l t r a in in g as a t the end o f the t r a i n i n g . A study was to f u r t h e r understand done by Badt (19 57 ) a t the U n iv e r s it y o f Illin o is th e r e l a t i o n s h i p and a t t i t u d e comparison o f non- exceptional in d iv id u a ls and excep tio nal i n d i v i d u a l s . To o b ta in expres­ sions o f these a t t i t u d e s , q u e s tio n n a ire s u t i l i z i n g o b je c t ! v e - t y p e items were compiled. The respondents co nsisted o f 144 students in education and 66 students in c u r r ic u la o th e r than ed u catio n. The purpose o f th e study was to determine whether or not a t t it u d e s o f stu d en t teachers change as a r e s u l t o f p r a c t ic e teaching and whether these a t t i t u d e s can be c o r r e la te d w ith ra tin g s o f teaching p r o f ic ie n c y . The students s t a t e teachers observed in t h is study attend ed a midwestern c o lle g e and did p r a c tic e teaching during one or more o f the th re e twelve-week terms o f the school y e a r . The m a jo r it y o f the students were between th e ages o f 21 and 23 a t the tim e the study was made, although th e re was a small number o f veterans who ranged from 25 to 28 years o f age and were e n ro lle d in p r a c tic e te a c h in g . 20 The a ttitu d e s o f the student teachers toward schoolwork and pupils was measured by the use o f the Minnesota Teacher A ttitu d e Inven­ to ry and the ratin g s o f the c r i t i c teachers were made on the Student Teaching Report developed by the supervisors o f student teaching a t B all S ta te Teachers College. The Student Teaching Report consists of twenty seven ra tin g scales dealing with teaching methods, planning, p u p ilteacher re la tio n s h ip s , and teaching e ffe c tiv e n e s s . Scores on the Minnesota Teacher A t tit u d e Inventory ranged from -67 to 115 out of a possible range of from -150 to 150. The mean score f o r the e n t ir e group o f student teachers was 42.6 on the inventory taken before p ra c tic e teaching and 54.3 of p ra c tic e teaching. on the one taken a t the end When students were grouped according to the teaching f i e l d they intended to e n te r , those fo llo w in g the elementary curriculum had the highest i n i t i a l and f i n a l scores, w hile the secondary academic group (language, l i t e r a t u r e , social science, mathematics and science) had the next highest scores. Student teachers who did two terms of p ra c tic e teaching had higher i n i t i a l and f i n a l scores than did those who had only one term of p ra c tic e teaching. The U n iv e rs ity o f I l l i n o i s study also revealed th at the a t t i ­ tudes o f student teachers as measured on the Minnesota Teacher A ttitu d e Inventory improved during the period o f time in which p ra c tic e teaching was taken, but since previous research w ith the Minnesota Teacher A t t i ­ tude Inventory has shown th a t t r a in in g increases Minnesota Teacher A tt it u d e Inventory scores, the re s u lts o f th is study would seem to i n d i ­ cate th a t p ra c tic e teaching should be considered as tr a in in g ra th e r than experience since scores increased during p ra c tic e teaching. 21 The Need f o r Teacher A t t itu d e Studies in Special Education Y e t, over and above the need f o r such g en eralized research on teaching competency, on teacher a ttitu d e s and on student motivation toward teaching as a profession in the f i e l d o f teacher education, th ere is p a r t i c u l a r need f o r s p e c ia lize d research in the f i e l d o f special education. Green (1972, pp. 513-515) has addressed th is need f o r research on the a ttitu d e s and motivations o f the p r a c t it io n e r in special education: The most b e a u tifu l a r c h it e c tu r e , the most s c i e n t i f i c a l l y appointed classroom, and the best planned curriculum w ith m u lt id is c ip lin a r y approaches, although of g reat importance, are, in my judgment, o f l i t t l e c o l l e c t i v e value unless two ir r e d u c ib le ingredients are present in a special education class— the special student c o rr e c tly placed and the t r u l y special teacher. Too o ften teachers decide to en ter the f i e l d o f special education f o r what seems, on the su rfa ce , to be genuine fe e lin g s f o r aty p ic al c h ild re n but, in many cases, masks less genuine, less real m otivating fa c t o r s . Too o ften i t has been my experience th a t teachers choose to work in the f i e l d o f special education because a job is open— because, in f a c t , many jobs are open— in working with the ch ild re n who do not f i t a neat stereotype and an organized way of lea rn in g . In order to make her teaching t r u l y s p e c ia l, a special education teacher must r e a l l y know her students. She must know them well enough to be able to s e t r e a l i s t i c goals on a sh o rt-term basis, goals th a t are d is c e rn ib le to the c h ild , th a t seem to him to be obtain ab le and worth working toward. Often the special tea ch er, because o f the very nature o f the physical placement o f her classroom, works e n t i r e l y on her own, alone. Her class may be n e a tly placed in a la r g e , comprehensive school w ithout the many needed resources o f other professionals in the f i e l d o f special human engineer­ ing. Her main and only resource, t h e r e fo r e , is h e r s e lf . Regardless o f personal needs, the s t a f f a r e , to a la rg e measure, the special ing re d ie n ts in the s o -c a lle d 's p e c ia l environm ent.1 The teacher must fu n c tio n from a base o f 22 c e r ta in behavioral q u a l i t i e s which are almost i n s t i n c t i v e r a t h e r than i n t e l l e c t u a l l y thought out and planned. There is a c e r t a in network o f c h a r a c t e r is t ic s t h a t seem to p a tte rn themselves in the successful p r a c t i t i o n e r s who are able to work c o n s tr u c tiv e ly w ith young people— and p a r t i c u l a r l y w ith the young people housed in sp ecial i n s t i t u t i o n s . Several researchers have made attempts a t d e lin e a tin g these c h a r a c t e r is t ic s . For example, the successful use o f the Edwards Personal Preference Schedule by Jackson and Guba (1957) and Tobin (1956) suggests t h a t t h is instrum ent might also r 7f e c t i v e l y employed in e s ta b lis h in g p e r s o n a lity p r o f i l e s f o r teachers and possibly prospective teachers o f the em o tio n a lly im p aired, p r o f i l e s which in turn might be most h e lp fu l in p re d ic tin g an i n d i v i d u a l 's chances o f fin d in g s a t i s f a c t i o n in the fie ld . A p p a re n tly , however, i t s use has not been extended to t h is p a r t i c u l a r area o f special education. Roberts (1962) compared the needs, in t e r e s t s and values o f elem entary, secondary and special education teachers on the Edwards Personal Preference Schedule, the Thurstone I n t e r e s t Schedule, and the Study o f Values. Special education teachers scored s i g n i f i c a n t l y higher (p > .0 5 ) on nurturance needs and computational i n t e r e s t , and s i g n i f i ­ c a n tly lower on l i n g u i s t i c in t e r e s t s (p < .0 1 ) and p o l i t i c a l values (p < . 0 5 ) . From these d a ta , Roberts (19 62 , p. 83) concluded: Special education teachers appear to d i f f e r from the elemen­ t a r y teachers in a number o f ways. They a re less argumenta­ t i v e and o ve rb ea rin g . They a re more f r i e n d l y , k in d , h e l p f u l , and sym pathetic. They have a higher i n t e r e s t in b io lo g y , but they are less in te r e s te d in a c t i v i t i e s in v o lv in g computation. They are In te r e s te d in verbal s k i l l s and understandings, but t h e i r i n t e r e s t in th is area is less high or in te n s e . They are less in te r e s t e d in personal power, in flu e n c e and in being 1eaders. 23 Some research has shown, however, t h a t d e s p ite the many p o s it iv e a t t r i b u t e s sp e cial education teachers have, p a r t i c u l a r l y as these a t t it u d e s r e l a t e to Roberts' study o f te a c h e rs , th e y , as w e ll as o th e r so c ia l s e rv ic e p ro fe s s io n a ls , e x h ib i t toward the exceptional in d iv id u a l re a c tio n s which emphasize to him how " d i f f e r e n t " he i s , and to be d i f f e r e n t is thought to be less a c ce p ta b le . Kvaraceus (1956) reported a study o f graduate students in education and so c ia l s e rv ic e which suggested t h a t , even among persons supposedly ab le to accept a l l kinds of c h ild r e n , th e re lin g e re d p re ju d ic e a g a in s t those who f a i l to conform to s o c ie t y 's standards f o r "acceptable" appearance and b eh av io r. A second p a rt o f Badt's 1957 U n iv e r s ity o f I l l i n o i s study c it e d e a r l i e r was conducted (a ) to i d e n t i f y and q u a n tify the c h a ra c te r­ i s t i c s t h a t might c o n t r ib u te to successful student teaching o f m e n ta lly or p h y s ic a lly handicapped c h ild re n and (b) to e s ta b lis h c r i t e r i a f o r the s e le c tio n o f p ro sp ec tiv e teachers o f these c h ild r e n . To accomplish t h i s , f i v e dimensions o f human behavior were in v e s tig a te d to determine t h e i r r e l a t i o n s h i p , i f any, to successful student teaching o f h andi­ capped c h ild r e n . The f i v e areas were: achievement, educational s c h o la s tic a p titu d e , s c h o la s tic (v o c a tio n a l) i n t e r e s t , p e r s o n a lit y , and a t t i ­ tudes toward c h ild re n and tea ch in g . The subjects included in th is in v e s tig a tio n were student teachers 1n special classes f o r e i t h e r m e n ta lly or p h y s ic a lly handi­ capped c h ild r e n . I t was found t h a t successful student teaching 1n special classes is c o r r e la te d w ith observable c r i t e r i a which can be measured o b j e c t i v e l y . o f: The t e s t b a tte r y adm inistered to them consisted O tis Gamma Test o f Mental A b i l i t ym Form E_; Personal In fo rm atio n m ■ ■ — 1 - . i — i i , ■■■ ■ — — i ■ ■■ ii B lan k; Sixteen P e rs o n a lity Factors Q u estion n aire Form C; Gordon Personal In v e n to r y ; Thurstone Temperament Schedule; Educational I n t e r e s t Inven tory Minnesota Teacher A t t it u d e In v e n to r y . The r e s u lts o f the study f o r stu d en t teachers in sp ecial edu­ c a tio n (B a d t, 1957, pp. 286-290) can be summarized as fo llo w s : 1. A p o s it i v e s i g n i f i c a n t r e la t io n s h ip was found between s c h o la s tic a p titu d e and successful stu d en t teaching o f m e n ta lly o r p h y s ic a lly handicapped c h ild r e n . 2. A p o s it i v e s i g n i f i c a n t r e l a t i o n s h i p was found between s c h o la s tic achievement and successful student teaching o f m e n ta lly o r p h y s ic a lly handicapped c h ild re n . 3. A s i g n i f i c a n t r e la t io n s h ip was found between various measures o f p e r s o n a lity and successful student teaching o f m e n ta lly o r p h y s ic a lly handicapped c h ild r e n . E igh t s i g n i f i c a n t measures o f p e r s o n a lity instruments were used in the study. These measures and s i g n i f i c a n t sub­ scales were: The Educational I n t e r e s t In v e n to r y - Vigor ( V ) ; The Thurstone Temperament Schedule-ftominant ( D ), Em o tion ally S tab le ( E ) ; th e S ixteen P e rs o n a lity Factors Q u e s tio n n a ire , Form C - E n th u s ia s tic ( F ) , Adventurous ( h J, R e a l i s t i c ( I ) , P r a c t ic a l ( N ) , S ta b le (Q4 ) . 4. A s i g n i f i c a n t r e la t io n s h ip was found between th re e meas­ ures o f educational ( v o c a t io n a l) i n t e r e s t and successful student teaching o f m e n ta lly o r p h y s ic a lly handicapped c h ild r e n . These measures were on the Educational I n t e r e s t In v e n to r y . The s i g n i f i c a n t subscales were Elementary te a c h e r , Elementary P rin c ip a l and Researcher. 5. A s i g n i f i c a n t r e la t io n s h ip was found between c e r t a in a t t i ­ tudes toward c h ild re n and te a c h in g , and successful student teaching o f m e n ta lly o r p h y s ic a lly handicapped c h ild r e n . The c o r r e l a t i o n between the Minnesota Teacher A t t it u d e Inven­ to ry and the c r i t e r i o n measure was s i g n i f i c a n t beyond the .01 l e v e l . 6. By f a c t o r a n a ly s is , i t was determined t h a t the measures of s c h o la s tic achievement were th e most h ig h ly associated w ith successful student teaching o f m e n ta lly or p h y s ic a lly handicapped c h ild r e n . 7. Three p a tte rn s o f successful student teachers o f m e n ta lly o r p h y s ic a lly handicapped c h ild re n emerged from t h is i n v e s t ig a t i o n . A ll t h r e e p a tte rn s were c h a r a c t e r is t ic of 25 the successful student tea ch ers. They were found (a) to be w e ll a d ju s te d , em o tio n a lly s t a b l e , a b le to success­ f u l l y encounter the many t r y in g s it u a t io n s t h a t a r is e in a sp ecial c la s s ; (b) to possess the physical energy, the v i t a l i t y and enthusiasm necessary to meet th e demands o f special class tea ch in g ; and (c ) to o b ta in high scores on measures o f s c h o la s tic achievement and general a b i l i t y or I n t e l l i g e n c e and to possess a fa v o r a b le a t t i t u d e toward teaching and c h ild r e n . These th re e p a tte rn s and subpatterns were: P a tte rn 1— Achievement-Abi1i t y A t t i t u d e ; P a tte rn 2— Personal Adjustment-General Emo­ tio n a l S t a b i l i t y ; (a ) Experim enting, (b) S o c ia b le , (c ) Composed, (d ) Em otion ally S ta b le ; P a tte rn 3 — Dynamic Energy: (a ) E n e rg e tic , (b) Responsible, ( c ) R e a l i s t i c . 8. The stu d en t teachers o f m e n ta lly or p h y s ic a lly handicapped c h ild re n d i f f e r e d markedly from o th e r c o lle g e students and from students preparing to teach in o th e r f i e l d s on s e le c ­ ted measures o f p e r s o n a lity i n t e r e s t and a t t i t u d e . Career M o tiv atio n s In re c e n t y e a r s , a number o f in v e s tig a tio n s have demonstrated th a t a l l undergraduate and graduate students undergo a change 1n a t t i ­ tudes as a r e s u l t o f c o lle g e experiences, though they have not adequately r e la te d such change to s tu d e n ts 1 choices o f teaching as a c a re e r. Typical o f such stu d ies a re those by Webster ( 1 9 5 8 ) , Lagey (1956) and Sandgren and Schmidt (1 9 5 6 ). Rhine (1958) and Woodruff (1 9 4 2 ), two o ther researchers in the a re a , proposed a t h e o r e t ic a l o r i e n t a t i o n based on the a t t i t u d e concept o f a t t i t u d e s t r u c t u r e which s ta te s t h a t a t t i ­ tudes are a fu n c tio n o f the i n d i v i d u a l 's b e lie f-s y s te m . A person's fa v o ra b le a t t i t u d e s toward something are said to r e s u l t from perceptions th a t the a t t i t u d e - o b j e c t f a c i l i t a t e s n e e d - s a t is f a c t io n , w h ile unfavor­ able a t t it u d e s r e s u l t from a person's perception t h a t a t t i t u d e - o b je c t s block o r hinder n e e d -s a t1 s fa c t1 o n . Under t h is fo r m u la tio n , the s tre n g th o f an a t t i t u d e w i l l be dependent not only upon the I n d i v i d u a l 's perception 26 about the a t t i t u d e - o b j e c t , but also upon the dominant need(s) engaged by the a t t i t u d e - o b je c t . Decker (1955, pp. 5 -7 ) applied th is to a career choice by a simple s u b s titu tio n o f terms: "Thus, the degree o f accep­ tance (or r e je c tio n ) o f a career is dependent upon the in d iv id u a l's perception t h a t the career f a c i l i t a t e s his important needs." (o r hinders) the s a t is f a c t io n o f In Badt's 1957 study a t the U n iv e rs ity o f I l l i n o i s (c ite d above), student teachers taking the Educational In t e r e s t Inventory were compared w ith a norm group of co lle g e students and s i g n i f i c a n t d ifferen ces were noted on a l l f i v e o f the scales (cautiousness, personal r e la t io n s , o rig in a l th in k in g , vig o r and to t a l sco re). The student teachers in th is In v e s tig a tio n in d ic a te d th a t they entered the f i e l d p r im a rily because of personal reasons. Few In d ica te d that they had become in te re s te d in special education because of high school counseling programs. The challenge o f the f i e l d , the desire to help the handicapped, and v i s i t s to special classes, schools or h ospitals were some o f the choices most fre q u e n tly checked by the students as influen cing t h e i r decision to become special education teach ers. Smith (1968, pp. 754-755) conducted a study to fin d out i f psychological needs remain r e l a t i v e l y s ta b le or i f they a re modified during a special education graduate program. From the r e s u l t s , i t would have to be concluded, a t le a s t f o r the sample used in th is study, th a t (a) the psychological needs preferences of students as measured by the Edwards Personal Preference Schedule remain f a i r l y s ta b le and (b) in d iv id u a l students do not become more s i m il a r a f t e r an academic y e a r. One i n t e r p r e ta t io n o f the re s u lts could be th a t psychological needs are one aspect o f the i n d iv id u a l's t o ta l p e rs o n a lity p a tte rn and, th e r e fo r e . 27 r e f l e c t a c h a r a c t e r is t ic mode o f responding t h a t remains r e l a t i v e l y unchanged unless a planned program o f in t e r v e n t io n , such as psycho­ th e ra p y , 1s Introduced. I t could be questioned whether the students used 1n Smith’ s study came to the program w ith alre a d y motivated needs t h a t tended to be re in fo rc e d by the program and thus remained r e l a t i v e l y s t a b le . The students used in the study were New York U n iv e rs ity students whose s e le c tio n process in c lu d e d , among o th e r th in g s . In te rv ie w s w ith a t le a s t two s t a f f members, w r i t in g an autobiographical sketch and, when p o s s ib le , observation in an actual classroom teaching s i t u a t i o n . Perhaps these procedures c o n trib u te d to the acceptance o f students who, although d i f ­ fe r in g in in d iv id u a l beh avio rs, e x h ib ite d c e r ta in s i m il a r b ehaviors, r e f l e c t i n g common needs which the New York U n iv e rs ity s t a f f deemed im portant f o r teachers o f em otio nally d is tu rb e d c h ild re n . I f we are to f u l l y understand reasons f o r a t t r a c t i o n to careers in the teaching o f exceptional c h ild r e n , a v a r i e t y o f fa c to rs w i l l need to be ex p lo re d . In the p a s t, th e re have been studies of preferences f o r special education teaching (Meyers, 1964; Jones and G o t t f r i e d , 1962; Badt, 1 9 5 7 ), o f the background o f teachers and pros­ p e c tiv e teachers (Jones and G o t t f r i e d , 1964; Rich, 1 9 6 0 ), and o f c e r t a in p e r s o n a lity c h a r a c t e r is t ic s o f p ro sp ec tiv e and p re s e n tly employed teachers (Jones and G o t t f r i e d , 1966; Jones and G o t t f r i e d , 1963 ). Other classes o f v a ria b le s may be p e r t in e n t . One a t t r i b u t e which would seem to have p o te n tia l exp lanatory usefulness is t h a t o f perceived p r e s t ig e . I t might be reasoned, f o r example, fo llo w in g c e r t a in evidence from occupational psychology, t h a t 28 In d iv id u a ls are a t tr a c te d to o r repulsed by special education teaching because o f the perceived p re s tig e (o r lack o f p re s tig e ) associated w ith th is area. Of course, t h is does not imply th a t p re s tig e is the only v a ria b le o p e ra tiv e in an i n d iv id u a l's a t t r a c t io n to special education teaching as a c a re e r. such a suggestion. Indeed, the studies j u s t c ite d would c o n tra d ic t I t is important to note, however, th a t perceived p re s tig e may be a f a c t o r in a t t r a c t io n to c e rta in occupations. And, in the case o f special education tea ch in g , th is v a ria b le has not been in v e s tig a te d . Some work ( G o t t f r ie d and Jones, 1964, pp. 218-220) has been done on a person's s ta te d reasons f o r becoming a special education tea ch er, but th ere appears to be l i t t l e published research on the standing o f special education teaching in the occupational s tru c tu re ( i . e . , the r e l a t i v e a t tr a c tiv e n e s s , p re s tig e , e tc . o f special education teaching compared to o ther kinds o f teaching or o th e r occupations) or on the image o f special education teachers held by p resen tly employed or prospective candidates o f th is occupational area. Forer (1948) s ta te d : There is a growing awareness among vocational counselors as w ell as among c l i n i c a l psychologists th a t the s e le c tio n of one's occupation is not b a s ic a lly a fo rtu ito u s process. While the l i m i t s and pressures of u n c o n tro lla b le external circum­ stances play a p a r t , the general psychological fa c to rs l is t e d below are o f major causal importance, according to F orer's study 'P e rs o n a lity Factors and Occupational C h o ic e .1 According to F o re r, the fo llo w in g are co n trib u to rs in making vocational Choices. 1. Choice o f a vocation is not p r im a r ily ra tio n a l o r l o g i c a l, but is a somewhat b lin d , im pulsive, emotional and automatic process and 1s not always su b ject to p r a c tic a l and reason­ able co n sideratio n s. 29 2. Primary reasons f o r s e le c tin g a p a r t i c u l a r vocation are unconscious in the sense t h a t when the in d iv id u a l is pressed to e la b o ra te beyond the s u p e r f ic ia l r a t i o n a l i z a ­ tio n s o f economic advantage and o p p o r tu n ity , he is forced to admit t h a t he does not know why; he simply has to b u ild bridges or cannot stand paper work. These a c t i v i ­ t i e s have immediate appeal o r d is t a s te f o r him. We a re saying t h a t i n t e r e s t and references have unconscious r o o ts . 3. Both o f these fa c to rs p o in t u lt i m a t e l y to the purposive nature o f occupational choice. O bviously, i t is neces­ sary f o r most persons to f in d g a in fu l employment. B u t, the economic motive is secondary. Occupational choice, the s p e c if ic occupation chosen or the f a c t o f lack o f p reference is an expression o f basic p e r s o n a lity o rg a n i­ z a tio n and can and should s a t i s f y basic needs. 4. S e le c tio n o f a v o c a tio n , l i k e the expression o f o ther i n t e r e s t s , is a personal process, a culm ination o f th e i n d i v i d u a l 's unique psychological development. Psycho­ a n a ly t ic theory describes a l l behavior as a compromise or a r b i t r a t i o n between the complete expression o f p r im i­ t i v e needs on one hand and so c ia l demands and p r o h ib itio n s on the o th e r. In d iv id u a l p e rs o n a lity development is seen as a c o n tin u a l, unconscious process o f coping w ith d es ires and s i t u a t i o n s . E v e n tu a lly , by adulthood, the in d iv id u a l w i l l have acquired a f a i r l y co nsolidated system o f tec h ­ niques f o r simultaneous expression and ad aptatio n which he employs to handle a l l s i t u a t i o n s , new and o ld . D if­ f e r e n t needs such as aggression, dependency, a f f e c t i o n w i l l have varying degrees o f p r i o r i t y and p e c u lia r forms o f accep tab le o u t l e t f o r a given i n d i v i d u a l . S till o th e r researchers have concerned themselves w ith v a r i ­ ables and t h e i r a s s o c ia tio n w ith ca re er d ecision o r occupational choice (Rose, 1956; Super, 1953). Some stu d ies have attempted to e s t a b lis h a r e la t io n s h ip between p e rs o n a lity c h a r a c t e r is t ic s , a t t it u d e s and in te r e s t s as p re d ic te d on the basis o f Murray's Theory (1938) (H o lla n d , 1958; D a rley and Hagenah, 1955; F o re r, 1953; Sternb erg , 1953; C a t t e l l , 1950; B o rd in , 1 9 4 3 ). In l i n e w ith t h is re s e a rc h , the p e rs o n a lity ch ar­ a c t e r i s t i c s o f persons expressing a p reference f o r teaching in the 30 elementary and secondary school have been accorded some a t t e n t io n (Ryans, 1960; Jackson and Guba, 1957; Tobin, 1956; Tanner, 1954; B l a i r , 1946; Ward and K ir k , 1942). The studies by Jackson and Guba (1957) and Tobin (1956) are p a r t i c u l a r l y r e le v a n t to the present research. Tobin In v e s tig a te d the use of the Edwards Personal Preference Schedule in e s ta b lis h in g person­ a l i t y p r o f i l e s f o r pro sp ective and experienced teachers. He concluded th a t a " t y p ic a l p r o f i l e " could be e s ta b lis h e d on the basis o f p e rs o n a lity needs, and t h a t the p r o f i l e could be used in p re d ic tin g an i n d i v i d u a l 's chances o f fin d in g s a t i s f a c t i o n in the teaching f i e l d . On th e other hand, Jackson and Guba (1957) used the Edwards Personal P referen ce Schedule to study the need s tr u c t u r e o f elementary and secondary teach ers. They concluded t h a t c e r t a in q u a l i t i e s do seem to c h a ra c te r iz e teachers as a group. In t h e i r stu d y , these q u a l i t i e s were: h ig hly n u r tu r a n t, a f f i l i a t i v e , and in t r a c e p t iv e . Lord and W allace (1949) reported t h a t the in flu e n c e of frie n d s and r e l a t i v e s as w ell as actual co n tac t w ith exceptional c h ild r e n was re la te d to th e d ecision to become a special education te a c h e r. This study pointed out the f a c t th a t even though vocational choices are made b li n d l y , a u t o m a t ic a lly , and im p u ls iv e ly , past experiences do have some in flu e n c e . These fin d in g s were confirmed by G o t t fr ie d and Jones (1964) and by Meyers (1 9 6 4 ). It is w e ll to note in the th ree s tu d ie s j u s t c ite d t h a t , w h ile th e re is some evidence t h a t preteaching experience 1s r e la te d to a d ecision to teach exceptional c h ild r e n , such knowledge by i t s e l f does not advance t h e o r e t ic a l fo rm u lation s seeking to account fo r a t t r a c t i o n to special education tea ch in g . I t also appears th a t 31 o ften the need promoted by the vocation is one o f escape from fee lin g s of inadequacy o r from i n t o le r a b le external demands, or represents a f u t i l e search f o r status which the in d iv id u a l cannot obtain in his d a i ly 1i v i ng. G o ttfr ie d and Jones (1964) in v e s tig a te d some o f the factors th a t might be re la te d to s e le c tin g special education as a career choice. A one-page questionnaire was used to e l i c i t information about (1) the date a career choice was made, (2 ) the number o r types o f previous con­ tacts with handicapped c h ild r e n , and (3) the reasons f o r choosing special education as a ca re e r. Analysis o f the data showed th a t approximately f o r t y percent o f the respondents had some p r i o r experience w ith handi­ capped in d iv id u a ls . Most o f the respondents reported th a t they decided on a career in special education during the senior year o f high school or in the freshman year o f c o lle g e . The most fre q u e n tly sta ted reasons f o r entering the f i e l d were previous contact with handicapped c h ild re n , a d es ire to help o th e rs, and the challenge o f the work. In a l a t e r study, Jones and G o t tf r ie d (1966) in v e s tig a te d the p e rs o n a lity and m otivational c h a r a c te r is tic s of teachers employed in or expressing in t e r e s t in teaching various types o f exceptional c h ild re n , and prospective elementary and special education teachers. The Edwards Personal Preference Schedule and the Teacher Preference Schedule were the instruments used to obtain the data. In addition to completing one or both of these standardized t e s t s , each subject ranked his preference fo r teaching twelve d i f f e r e n t types of exceptional c h ild r e n . Jones and G o ttfr ie d (1966) suggested th at among students pre­ paring f o r special education teaching, high scores on the a f f i l i a t i o n 32 subtest o f th e Edwards Personal P referen ce Schedule were associated with preferences f o r teaching d e lin q u e n t and deaf c h ild r e n ; low scores were associated w ith preferences f o r teaching speech handicapped c h i l ­ dren. High scores on the e x h ib it io n subtest were associated w ith preferences f o r teaching d e lin q u e n t and p a r t i a l l y seeing c h ild re n . S im ila r r e la tio n s h ip s between scores on the various subtests and s ta te d preferences f o r teaching d i f f e r e n t types of excep tio nal c h ild re n were not found, however, in the sample o f special education and elementary education teachers who were alre a d y employed. Jones and G o t t f r i e d pro­ posed t h a t th is apparent discrepancy be a t t r ib u t e d to d iffe re n c e s in age and background o f the s u b je c ts , o r to knowledge about and experience w ith excep tio nal c h ild r e n . F u r t h e r , they maintained t h a t more r e l i a b l e data may be obtained from p ro sp ective ra th e r than experienced teach ers. Summary The preceding chapter was an attempt to review the most recent and p e r tin e n t l i t e r a t u r e associated w ith the a t t i t u d i n a l and p e r s o n a lity t r a i t s o f pro sp ective teachers o f elementary education and special education— emotional impairment. Although several stu d ies have examined the c h a r a c t e r is t ic s o f re g u la r class tea ch ers, th ere is an o v e ra ll lack o f em p iric al inform a­ tio n concerning the c h a r a c t e r is t ic s o f e f f e c t i v e sp e cial education tea ch ers. Some o f the problems i n h i b i t i n g research in t h is area are: d e f i n i t i o n s o f term ino log y, choice o f in s tru m e n ta tio n , and establishm ent of c r ite ria . In view o f our present knowledge about teach er ed u catio n, i t would be safe to say t h a t teaching a b i l i t y is so complex th a t i t 33 cannot be in v e s tig a te d e f f i c i e n t l y in i t s e n t i r e t y as a u n i t . However, i t appears t h a t th e re are some aspects o f teaching a b i l i t y which can be is o la te d and stu d ied In d ep en d en tly, perhaps a t the r i s k o f losing some­ thing t h a t may occur through the i n t e r a c t i o n o f th e v a r ia b le s and th e aspect o f te a c h e r-p u p il re la tio n s . A review o f one study showed t h a t w ith th e Instruments used, special education teachers scored s i g n i f i c a n t l y h ig her than the elemen­ ta r y tea ch ers. The comparison o f the two groups o f teachers was made in the areas o f needs, in t e r e s t s and v a lu e s . That study concluded t h a t special education teachers d i f f e r from elementary teachers In a number o f ways: they a re less argum entative and overb earing ; they are more f r i e n d l y , k in d , h e lp fu l and sym pathetic; and they are less In te r e s t e d in personal power, In flu e n c e and assumption o f le a d e rs h ip . One sectio n o f the review concentrated on a t t i t u d e change. In re ce n t y e a r s , a number o f in v e s t ig a t io n s have demonstrated th a t a l l undergraduate and graduate students undergo a change in a t t i t u d e as a r e s u l t o f c o lle g e experiences. A t t i t u d e concepts are a fu n c tio n o f the i n d i v i d u a l 's b e l i e f - v a l u e m a tr ix . The degree o f acceptance or r e je c t io n o f a c a r e e r , th en , is dependent on the i n d i v i d u a l 's p ercep tion t h a t the career f a c i l i t a t e s o r hinders the s a t i s f a c t i o n o f his needs. Another sectio n o f the review concentrated on c a re e r ch o ice. I f we are to understand reasons f o r a t t r a c t i o n to careers in the teach­ ing o f exceptional c h i ld r e n , many fa c t o r s w i l l need to be explored. One a t t r i b u t e t h a t might have p o te n t ia l e x p la n a to ry usefulness is t h a t o f perceived p r e s tig e associated w ith t h i s a re a . Of course, t h is does not imply t h a t p re s tig e is the o nly v a r i a b l e o p e ra tiv e in a t t r a c t io n 34 to special education teaching. I t does seem apparent th a t another m o tiv a tio n a l f a c t o r f o r s e le c tin g a ca re er in special education is re la te d to previous experiences w ith special ed u catio n. A v o c a tio n a l c h o ic e, l i k e the expression o f o th e r I n t e r e s t s , is a personal process, a cu lm ination o f the i n d i v i d u a l 's unique psycho­ lo g ic a l development. Psychoanalytic theory describes behavior as a compromise o r a r b i t r a t i o n between the complete expression o f p r i m i t iv e needs on one hand and social demand and p ro h ib itio n s on the o th e r. In d iv id u a l p e r s o n a lity development is seen as a c o n tin u a l, unconscious process o f coping w ith desires and s it u a t io n s . E v e n tu a lly , by a d u lt ­ hood, th e in d iv id u a l w i l l have acquired a f a i r l y co nsolidated system o f techniques f o r simultaneous expression and a d a p ta tio n which he employs to handle a l l s i t u a t i o n s , new and o ld . CHAPTER I I I METHODOLOGY The purpose o f th is study was to explore d iffe ren c es between students 1n p re -s e rv ic e programs f o r teachers o f the em otionally impaired and students in a re g u la r elementary education t r a in in g program. kinds o f data were obtained: Two f i r s t , answers to a questionnaire developed f o r th is study and, second, responses to th ree standardized tests measur­ ing vocational i n t e r e s t s , p e rs o n a lity fa c to rs and teacher a t t it u d e s . The study was ex p lo ratory in nature seeking to in v e s tig a te d iffe re n c e s between the two groups o f students in t h e i r ju n i o r y e a r. This p o in t in time was chosen because i t is the time a f t e r they have been admitted to the area o f s p e c ia liz a t io n but before they have had an appreciable amount o f work in t h e i r f i e l d . Since i t was hoped th a t the find in g s would have some relevance to s e le c tio n , i t was important to tap the su b jects' in te r e s ts and a t titu d e s p r io r to extended tr a in in g and experience in the f i e l d . Study Questions The f i r s t set o f questions r e l a t e to items in the q u e stion n aire. 1. Is th ere a d iffe re n c e between students 1n elementary educa­ tio n and students in special education - em otionally impaired regarding the perceived d i f f i c u l t y o f t h e i r tr a in in g program? 35 36 2. Is th e re a d iff e r e n c e between students in elementary education and students in special education - e m o tio n a lly impaired regarding the c e r t a in t y o f t h e i r vocation al choice? 3. Is th e re a d iq fe re n c e between students in elementary education and students in special education - e m o tio n a lly impaired regarding th e y e a r in school th ey made t h e i r present ca re er choice? 4. Is th e re a d if f e r e n c e between students in elementary education and students in special education - e m o tio n a lly impaired in regard to th e number o f experiences they have had w ith normal c h ild re n ? 5. Is th e re a d if f e r e n c e between students in elementary education and students in special education - e m o tio n a lly impaired in regard to th e number o f experiences they have had w ith handicapped children? 6. Is th e re a d iff e r e n c e between students in elementary education and students in special education - e m o tio n a lly impaired in regard to t h e i r cotrmitment to teach in the area o f t h e i r tr a in in g ? 7. Is th e re a d if f e r e n c e between students in elementary education and students in special education - e m o tio n a lly impaired in regard to th e y e a r in school they decided to go in to teaching? The second set o f questions r e l a t e to the th re e stand ard ized te s ts . 8. Is th e re a d if f e r e n c e between students in elementary education and students in special education - e m o tio n a lly im paired in regard to sub-scores r e le v a n t to teaching on the Strong Vocational I n t e r e s t Blank? 9. Is th e re a d if f e r e n c e between students 1n elementary education and students in special education - e m o tio n a lly im paired in t h e i r personal needs as measured by the Edwards Personal P re feren ce Schedule? 10. Is th e re a d iff e r e n c e between students in elementary education and students in special education - e m o tio n a lly im paired in t h e i r a t t i t u d e s toward teaching as measured by the Minnesota Teacher A t t it u d e In v e n to ry . 37 Sample A to ta l o f n in e ty -e ig h t in d iv id u a ls was used in th is study, a l l o f whom were students e n ro lle d in the teacher t r a in in g program f o r elementary education or emotional impairment a t Michigan S ta te U n iv e rs ity . A l i s t i n g o f a l l elementary education students and students majoring in special education - em otionally impaired was obtained. From the l i s t o f majors in elementary and special education - em otionally impaired, a l l t r a n s fe r students were e lim in ated to reduce the number o f uncontrolled v a ria b le s th a t might be the r e s u lt o f another school's tra in in g programs. From the l i s t i n g o f elementary education majors, a random s e le c tio n o f students was made to obtain a sample s iz e equal to the t o t a l population o f on-campus special education - em otionally impaired majors. From both groups, only those subjects who were born during the years o f 1950-1953 and were ju n io r s during the Spring Term, 1974 were selected. This s e le c tio n was done to keep the groups as homogeneous as possible w ith respect to the p o te n tia l e x p e r ie n tia l d iffe re n c e s asso­ ciated w ith age. The ju n io r class lev el was used because students are not declared majors in special education u n t i l they have acquired ju n io r s ta tu s . A copy o f the subject s e le c tio n c r i t e r i o n sheet f o r special education majors can be found in Appendix A. A l e t t e r (Appendix B) e x p la in in g the purpose o f the study and requesting the cooperation of the student in taking the te s ts was sent to f o r t y - n in e students majoring in emotional disturbance and to f o r t y nine elementary education majors. Times f o r t e s tin g se lected subjects were set according to t h e ir a v a i l a b i l i t y . To encourage students to p a r t i c ip a t e , they were told th a t each person completing a l l o f the 38 m a te ria ls would be e l i g i b l e f o r a ten d o l l a r g i f t . Ten persons, s e lec ted a t random, received ten d o l l a r checks. Data were obtained from seve n ty -n in e students in t r a in i n g programs a t Michigan S ta te U n iv e r s ity . teacher Of the f o r t y - n i n e sub­ je c t s selected from the elementary education m a jo rs , t h i r t y - f i v e completed a l l o f the m a t e r ia l s , and f o r t y - f o u r special education - em otio nally impaired majors completed a l l o f the m a t e r ia ls . The Measures The student q u e s tio n n a ire The q u e s tio n n a ire t h a t provided data f o r the f i r s t seven research questions is presented in Appendix F. When the students met in small groups, the q u e s tio n n a ire was the f i r s t task they were asked to respond t o , a f t e r which the standardized te s ts were ad m in istered . A ll o f the se ve n ty -n in e respondents p a r t i c i p a t ­ ing in the study responded to the q u e s tio n n a ire . The Strong Vocational f n t e r e s t Blank The SVIB is d ir e c te d toward those occupational areas t h a t are se lec ted most o fte n by c o lle g e students. There a re 398 items on the t e s t in clu d in g common occupations, general v o c atio n al areas and nonoccupational s c a le s . The men's version o f the t e s t consists o f f i f t y - e ig h t subscales w h ile the women's consists o f t h i r t y - f o u r subscales. Items s e le c te d from both versions o f th e t e s t were those r e la t e d to the f i e l d o f tea ch in g . 39 The non-occupational scales are as fo llo w s : 1. Academic Achievement (AACH): This scale contrasts the In t e r e s t s o f those who do well 1n school, both in high school and c o lle g e , with those who do p o o rly , but the re s u lts are more re la te d to persistence in school than to lev el o f performance. 2. D iv e r s ity o f In te re s ts fD IV ) : This scale was developed to lea rn something o f tne concept "breadth o f In t e r e s t s ." I t contains tw en ty-fo ur s t a t i s t i c a l l y unrelated items; i f a person answers " li k e " to a larg e number o f these item s, he is re p o rtin g preference f o r a wide range of a c tiv itie s . 3. W a s c u lin ity -F e m in in ity ( M F I I ) : The scale contrasts the in t e r e s t s o f men and women working in the same occupa­ tio n s . Samples o f men and women from each o f eighteen occupations were used to i d e n t i f y the S . V . I . B . items th a t men and women answered d i f f e r e n t l y . 4. Occupational In tro v e rs io n - Extroversion ( 0 1E): This scaTe was constructed by contrasting the S . V . I . B . res­ ponses o f M .M .P .I.— defined " in tr o v e r ts " and " e x tro v e rts ." The Items th a t d i f f e r e n t i a t e d between these two groups were p rim a rily concerned w ith p ublic speaking, working w ith other people, being involved w ith groups— in general e x tro v e rtis h a c t i v i t i e s (Campbell, 1969, pp. 1 - 1 9 ) . A copy o f the S . V . I . B . fo r both men and women can be found in Appendix C. Edwards Personal Preference Schedule The EPPS provides measures o f f i f t e e n p e rs o n a lity v a ria b le s . In a d d itio n to these f i f t e e n p e rs o n a lity v a r ia b le s , the EPPS provides a measure o f t e s t consistency and a measure of p r o f i l e s t a b i l i t y . Con­ sistency scores are based on a comparison o f the number o f id e n tic a l choices made In two sets o f the same f i f t e e n items. P ro file s t a b ility is obtained by c o rr e la tin g the p a r t i a l scores 1n each row and column on the answer sheet over the f i f t e e n p e rs o n a lity v a ria b le s f o r a s in g le subject. Scores f o r the f i f t e e n v a ria b le s are reported in p erc e n tile s and standard scores. 40 There are 225 p airs o f statem ents, with each subject choosing the statement th a t is more c h a r a c te r is tic o f h im self. The average co lle g e student should be able to respond to a l l statements 1n approximately f i f t y minutes. The student is unaware o f the f a c t th a t the statements in the inventory have been scaled fo r degree o f social d e s i r a b i l i t y . Statements with low social d e s i r a b i l i t y represent t r a i t s th a t are judged to be s o c ia lly und esirab le, whereas high social d e s i r a b i l i t y statements repre­ sent t r a i t s th a t are considered d e s ira b le . A b r i e f d e s c rip tio n o f each p e rs o n a lity v a r ia b le fo llo w s : 1. Achievement (ACH): To do one's b es t, to be successful, to accomplish tasks re q u irin g s k i l l and e f f o r t , to be a recognized a u t h o r it y , to accomplish something o f great s ig n ific a n c e , to do a d i f f i c u l t job w e l l , to solve d i f f i ­ c u l t problems and puzzles, to be able to do things b e t te r than o th e rs , to w r ite a g re a t novel o r p lay. 2. Deference (DEF): To get suggestions from o th e rs , to fin d out what others th in k , to fo llo w in s tru c tio n s and do what is expected, to praise o th e rs , to t e l l o th e rs , to read about g reat men, to conform to custom and avoid the unconventional, to l e t others make decisions. 3. Order (ORD): To have w r itte n work neat and organized, to make plans before s ta r tin g on a d i f f i c u l t ta s k , to have things o rg an ized, to keep things neat and o r d e r ly , to make advance plans when taking a t r i p , to organize d e t a ils o f work, to keep l e t t e r s and f i l e s according to some system, to have meals organized and a d e f i n i t e time fo r e a tin g , to have things arranged so th a t they run smoothly w ithout change. 4. E x h ib itio n (EXH): To say w i t t y and c le v e r th in g s , to t e l l amusing jokes and s t o r ie s , to t a l k about personal adven­ tures and experiences, to have others n o tic e and comment upon one's appearance, to say things j u s t to see what e f f e c t i t w i l l have on o th e rs , to t a l k about personal achievements, to be the center o f a t t e n t i o n , to use words th a t others do not know the meaning o f , to ask questions others cannot answer. 41 5. Autonomy (AUT): To bea b le to come and go as d e s ir e d , to say what one th in ks about t h in g s , to be independent of others In making d e c is io n s , to f e e l f r e e to do what one wants, to do things t h a t are u nconventional, to avoid s itu a tio n s where one is expected to conform, to do things w ith o u t regard to what others may t h i n k , to c r i t i c i z e those in p o s itio n s o f a u t h o r i t y , to avoid r e s p o n s ib i li t i e s and o b lig a t io n s . 6. A f f i l i a t i o n (A F F): To be lo y a l to f r i e n d s , to p a r t i c ip a t e in f r i e n d l y groups, to do things f o r f r i e n d s , to form new f r ie n d s h ip s , to make as many frie n d s as p o s s ib le , to share things w ith f r i e n d s , to do things w ith f r i e n d s , to do things w ith frie n d s r a t h e r than a lo n e , to form strong attachm ents, to w r i t e l e t t e r s to f r i e n d s . 7. In tr a c e p tio n (1 N T ): To analyze one's motives and f e e l ­ in g s , to observe o th e r s , to understand how others fe e l about problems, to put one's s e l f in an o th e r's p la c e , to judge people by why they do things r a t h e r than by what they do, to analyze the behavior o f o th e r s , to analyze the motives o f o th e rs , to p r e d ic t how others w i l l a c t. 8. Succorance (SUCl: To have others provide help when in t r o u b le , to seek encouragement from o th e r s , to have others be k in d ly , to have others be sympathetic and understanding about personal problems, to r e c e iv e a g re a t deal o f a f f e c ­ tio n from others when depressed, to have others fe e l so rry when one is s ic k , to have a fuss made over one when h u r t . 9. Oominance (DOM): Toargue f o r one's p o in t o f view , to be a le a d e r in groups to which one belongs, to be regarded by others as a l e a d e r , to be e le c te d o r appointed chairman o f committees, to make group d e c is io n s , to s e t t l e argu­ ments and disputes between o th e rs , to pursuade and i n f l u ­ ence others to do what one w ants, to supervise and d i r e c t the actions o f o t h e r s , to t e l l others how to do t h e i r jo b s . 10. Abasement (ABA): To f e e l g u i l t y when one does something wrong, to accept blame when things do not go r i g h t , to f e e l th a t personal pain and misery s u ffe r e d does more good than harm, to fe e l the need f o r punishment f o r wrong doing, to f e e l b e t t e r when g iv in g in and avoiding a f i g h t than when having one's own way, to fe e l th e need f o r con­ fes sio n o f e r r o r s , to fe e l depressed by i n a b i l i t y to handle s i t u a t i o n s , to f e e l tim id in the presence o f s u p e rio rs , to fe e l i n f e r i o r to others in most resp ects. 11. Nurturance (NUR): To help fr ie n d s when they are in tr o u b le , to a s s is t o thers less f o r t u n a t e , to t r e a t others w ith kindness and sympathy, to f o r g iv e o th e r s , to do 42 small favors f o r o th e rs , to be generous w ith o t h e r s , to sympathize w ith others who are h u rt or s ic k , to show a g re a t deal o f a f f e c t i o n toward o t h e r s , to have others confide in one about personal problems. 12. Change (CHG); To do new and d i f f e r e n t th in g s , to t r a v e l , to meet new p eo ple, to experience novelty and change in d a i ly r o u t in e , to experiment and t r y new th in g s , to e a t in new and d i f f e r e n t p laces, to t r y new and d i f f e r e n t jo b s , to move about the country and l i v e in d i f f e r e n t p la c e s , to t r y new and d i f f e r e n t jo b s , to p a r t i c i p a t e in new fads and fas h io n s . 13. Endurance (END): To keep a t a jo b u n t il i t is f i n i s h e d , to complete any jo b undertaken, to work hard a t a t a s k , to keep a t a puzzle o r problem u n t i l i t is s o lve d , to work a t a s in g le job before ta k in g on o th e rs , to s ta y up l a t e working in o rd er to get a jo b done, to put in long hours o f work w ith o u t d i s t r a c t i o n , to s t ic k a t a problem even though i t may seem as i f no progress is being made, to avoid being in te rru p te d w h ile a t work. 14. H e te ro s e x u a lity (HET): To go out w ith members o f th e opposite sex, to engage in s o c ia l a c t i v i t i e s w ith th e opposite sex, to be in love w ith someone o f the o pposite sex, to kiss those o f the o pposite sex, to be regarded as p h y s ic a lly a t t r a c t i v e by those o f the opposite sex, to p a r t i c i p a t e in discussions about se x, to read books and plays in v o lv in g sex, to l i s t e n to or to t e l l jokes in v o lv ­ ing sex, to become s e x u a lly e x c ite d . 15. Aggression (AGG): To atta c k co u n trary points o f v ie w , to t e l l others what one thinks about them, to c r i t i c i z e others p u b lic ly , to make fun o f o th e r s , to t e l l others o f f when disagreeing w ith them, to get revenge f o r i n s u l t s , to become angry, to blame others when things go wrong, to read newspaper accounts o f v io le n c e (Edwards, 1959, pp. 1 -1 6 ). A copy o f th e EPPS can be found in Appendix D. The Minnesota Teacher A t t it u d e Inventory The MTAI is designed to measure those a t t it u d e s o f a teacher which p r e d ic t how w ell he w i l l get along w ith pupils in in te rp e rs o n a l r e la t io n s h ip s , and i n d i r e c t l y how w ell s a t i s f i e d he w i l l be w ith teaching 43 as a v o c a tio n . The most fre q u en t use o f the MTAI is in the s e le c tio n of students f o r tea ch er p rep a ratio n and the s e le c tio n o f teachers f o r teaching p o s itio n s . It 1s assumed t h a t a tea ch er ranking a t the high end o f the scale should be ab le to m aintain a s t a t e o f harmonious r e l a t i o n s w ith his p u p ils c h a ra c te riz e d by mutual a f f e c t i o n and sympathetic under­ standing. At the o th e r extreme o f th e s c ale is the te a c h e r who attempts to dominate the classroom. He may be successful and r u l e w ith an iro n hand, causing f e a r , f r u s t r a t i o n , and numerous d i s c i p l i n a r y problems. There are no " r ig h t" or "wrong" answers w ith the MTAI. There are only agreement or disagreement w ith s p e c if ic a t t i t u d e statem ents, o f which th e re are 150. The p o s sib le range o f scores is from plus 150 to minus 150. Each response scored " r ig h t " has a va lu e o f plus one, and each response scored "wrong" has a value of minus one. The MTAI gives only general a t t i t u d e scores in the form o f a raw score. The MTAI has c o n s is te n tly shown s i g n i f i c a n t d iffe re n c e s among the a t t it u d e s o f prim ary tea ch ers, in te rm e d ia te grade te a c h e rs , high school academic te a c h e rs , and teachers o f various s p e cial su b ject f i e l d s . The d iffe re n c e s have been w ith the prim ary teachers scoring high and teachers o f special f i e l d s low { a r t , music, e t c . ) ( C a l l i s , Cook, Leed, 1965, pp. 1 - 6 ) . Hicks (1970) showed t h a t in v e s tig a tio n s c a r r ie d on over the past ten years i n d ic a t e t h a t the a t t i t u d e o f teachers toward c h ild re n and school work can be measured w ith high r e l i a b i l i t y and t h a t they are 44 s i g n i f i c a n t l y c o rre la te d with the teach er-p u p i1 re la tio n s found in the teachers' classrooms. The Minnesota Teacher A ttitu d e Inventory has emerged from these researches. A copy of the MTAI can be found in Appendix E. Treatment o f the data The chi-square t e s t was used to compare responses o f the two groups to the seven questionnaire items. When expected c e ll frequencies were below 5 .0 , adjacent c e lls were combined on an a - p r i o r i basis. That i s , care was taken to avoid maximizing chance in the combining of a d ja ­ cent c e l ls . An o v e ra ll alpha lev el f o r the seven chi-square tests was established and then subdivided f o r each o f the in d iv id u a l te s ts . D e ta ils o f the treatment are given in Chapter IV. To compare the groups on the SVIB and the EPPS, a m u lt iv a r ia t e an alysis of variance was ap p lie d . I t was intended th a t u n iv a ria te F te s ts would then be applied to the sub-scale scores in a post hoc analy­ s is . This was done f o r the SVIB, but i t was not done f o r the EPPS since the m u lt iv a r ia t e t e s t f o r the EPPS ind icated th a t there was no s i g n i f i ­ cant d iffe re n c e between the groups in t h e i r p attern o f responses. A u n iv a ria te F te s t was determined f o r the sin g le iTTAI mean scores. The EPPS is an ip s a tiv e measure; th a t i s , the sub-scale scores are interdependent, high scores on a set o f sub-scales n ecessarily cause lowered scores on other measures. The measures of need are not absolute measures but are r e l a t i v e to the other needs in the b a tte r y . The 45 c o rre c tio n a l procedure o f dropping one su b -scale measure was followed in the s t a t i s t i c a l a n a ly s is . labeled a f f i 1i a t i o n . The sub-scale omitted was the scale Examination o f the EPPS t e s t manual revealed th a t the v a r i a b l e a f f i l i a t i o n had the lowest c o r r e la tio n o f the f i f t e e n v a r ia b le s , and, on th a t b a s is , was o m itted . Given the f a c t t h a t the m u l t iv a r ia t e an a ly s is o f varian ce f o r the EPPS in d ic a te d t h a t th ere is no d iff e r e n c e between the of l i t t l e groups the i p s a t i v i t y o f the s c ale is probably concern in th is in s tan ce . The SVIB is o nly p a r t i a l l y ip s a t i v e . The problem o f i p s a t i v ­ it y was f u r t h e r reduced in t h is a n a ly sis since only a r e l a t i v e l y small selected number o f sub-scales was used. Again, an alpha le v e l was s e t f o r the m u l t i v a r i a t e t e s t and sub-divided f o r te s ts on the su b -scales. w ith the fin d in g s in Chapter IV . These values are presented CHAPTER IV FINDINGS The fin d in g s are presented in two s e c tio n s . The f i r s t s ectio n deals w ith the seven q u e s tio n n a ire items r e l a t i n g to the sub­ j e c t s ' career choice. The second se ctio n reports the s u b je c ts ' responses to the th ree standardized instruments measuring vocational i n t e r e s t s , p e rs o n a lity v a r i a b l e s , and teacher a t t i t u d e s . Q uestion n aire Items Perception o f proqram d iffih u lty -----The f i r s t q u e s tio n n a ire item to be evaluated was the fo llo w in g : "In your o p in io n , which t r a in in g program do you p erceive as being more d iffic u lt? " The responses to th is item are presented in Table 1. Table 1. D is t r ib u t io n o f subjects according to t h e i r perceptions o f program d i f f i c u l t y . Groups Program chosen as more d i f f i c u l t Emotional impairment Elementary education Emotional impairment 43 30 Elementary education 0 3 No response 1 2 44 35 Total 46 47 I t is apparent th a t both groups regarded the tr a in in g program fo r teachers o f the em otionally impaired as the more d i f f i c u l t program. Since th e re was almost p e rfe c t agreement no chi-square t e s t was applied. Thus, the null hypothesis r e la t in g to perceived program d i f f i c u l t y was accepted. C e rta in ty of voca­ tio n a l choice Q uestionnaire item number 4 concerned the subjects' c e rta in ty o f t h e i r vocational choice: "Which o f the fo llo w in g statements most c lo s e ly approximate your current perception o f your tra in in g program?" The responses to th is item are presented in Table 2. Table 2. D is t r ib u tio n of subjects according to the c e r ta in ty o f t h e i r vocational choice. Groups Emotional Impai rment Elementary education Very c e rta in 25 17 F a i r l y c e rta in 15 15 Not sure 4 2 Strongly question 0 1 44 35 Levels o f c e r ta in ty Total To apply a chi-square t e s t to these data i t was necessary to collapse categories in order to e lim in a te c e l ls w ith small expected frequencies. This was done by combining the t h i r d and fo urth le v e ls w ith the second l e v e l . 48 When a chi-square te s t is applied to the re s u ltin g 2X2 2 ta b le a X value o f .53 is obtained wnich is not s i g n i f i c a n t . There­ fo r e , the n u ll hypothesis r e la t in g to c e r ta in ty o f vocational choice is accepted. The trend o f the data is th a t subjects who have chosen the emotional impairment program more o ften fe e l very c e rta in o f t h e i r vocational choice. Year present career choice was made Questionnaire item number 5 concerned the year in school the subjects made t h e i r present care er choice: "When did you decide on your present choice o f elementary education o r special education?" The responses to th is item are presented in Table 3. Table 3. D is tr ib u tio n of subjects according to the ye ar the career choice was made. Groups Emotional impai rment Year o f choice Elementary education Hijjh School F ir s t 5 4 Second 1 0 Third 5 1 Fourth 8 6 F ir s t 15 7 Second 10 16 0 1 44 35 College Third Total 49 To apply a ch i-sq u a re t e s t to these data i t 1s necessary to collapse categ o ries in order to e lim in a te c e l ls w ith small expected fre q u en c ie s. This was done by combining the f i r s t y e a r w ith the second, and the t h i r d y e a r w ith th e fo u rth y e a r o f high school. The second and th ir d ye ar o f c o lle g e were also combined. When a c h i-sq u a re t e s t is 2 ta b le a X ap p lie d to the r e s u lt in g 2X4 value o f 5.9 8 is obtained which was not s i g n i f i c a n t . f o r e , the n u ll There­ hypothesis r e l a t i n g to the year the present c a re e r choice was made is accepted. The data in d ic a te th a t j u s t as many subjects from each group make t h e i r care er choice a f t e r e n te rin g c o lle g e . apparent suggesting t h a t emotional However, a trend is impairment majors tend to make t h e i r decision th e f i r s t y e a r o f c o lle g e w h ile the m a jo r it y o f elementary education majors do not make t h e i r d ecisio n u n t i l the second y e a r o f col 1ege. Number o f experiences w ith normal c h ild re n Q uestionnaire item number 6 (Hypothesis 4) concerned the number o f experiences the subjects had w ith c h ild r e n : " In d ic a t e below the number o f formal experiences you have had w ith normal c h ild r e n ." The responses to t h is item are presented in Table 4. To apply a c h i-s q u a re t e s t to these data i t is necessary to co llap se ca teg o ries in o rd er to e lim in a te c e lls w ith small expected fre q u e n c ie s . This was done by combining one and two experiences, and th ree and fo u r o r more experiences w ith normal c h ild r e n . 50 Table 4* D is t r ib u t io n of subjects according to th e number o f experiences w ith normal c h ild r e n . Groups Emotional impairment Elementary education One 2 5 Two 13 7 5 5 24 18 44 35 Number o f experiences Normal Three Four o r more T o tal When a c h i-s q u a re t e s t is ap p lie d to the r e s u lt in g 2X2 2 t a b le regarding the s u b je c ts ' experiences w ith normal c h ild r e n , a X value o f .003 is obtained which is not s i g n i f i c a n t . T h e re fo re , the n u ll hypothesis r e l a t i n g to the number o f experienced w ith normal c h ild re n is accepted* I t is apparent t h a t the groups had an equal number o f exper­ iences w ith normal c h ild r e n . Number o f experiences w ith handicapped c h ild re n Q uestionnaire item number 6 was concerned w ith the number of experiences the su bjects had w ith handicapped c h ild re n : " In d ic a t e below the number o f formal experiences you have had w ith handicapped c h ild r e n ." The responses to t h is item a re presented in Table 5. 51 Table 5. D is t r ib u t io n o f subjects according to the number o f experiences w ith handicapped c h ild r e n . Groups Emotional impairment Number o f experiences Elementary education Handicapped One 5 25 Two 16 5 Three 12 1 Four or more 11 4 44 35 T otal To apply a c h i-s q u a re t e s t to the data in Table 5 , i t is again necessary to c o lla p s e categ o ries in order to e lim in a te c e l l s w ith small expected fre q u e n c ie s . This was done by combining one and two experiences, and th re e and fo u r o r more experiences. When a c h i-s q u a re t e s t ta b le , a X .001 l e v e l . value o f 31.06 is is applied to th e r e s u ltin g 2X4 obtained which is s i g n i f i c a n t a t the T h e re fo re , the n u ll hypothesis r e l a t i n g to the number o f experiences w ith handicapped c h ild re n is r e je c t e d . Thus, subjects in the emotional impairment program have had a g r e a t e r number o f exper­ iences w ith handicapped c h ild r e n . Year vo cation al choice was made Q uestion n aire item number 7 concerned the y e a r the subjects made t h e i r vo cation al ch o ice: When did you decide to go in to teaching?" 52 The responses to th is item are presented in Table 6. Table 6, D is tr ib u tio n of subjects according to the year vocational choice was made. Groups Emotional impairment Elementary education 13 2 6 0 Thi rd 6 1 Fourth 7 8 F ir s t 8 10 Second 8 9 44 34 Year o f vocational choice Hi_gh School F ir s t Second Col lege Total Again i t is necessary to collapse categories in order to e lim in a te c e lls w ith small expected frequencies. This was done by combining f i r s t and second y e ar* and th ir d and fo urth year of high school. One case was re je c te d because o f an in a p p ro p riate response, which accounts f o r the to ta l N of 78 in the ta b le . When a chi-square te s t p ta b le a X value o f 3.65 is is applied to the r e s u ltin g 2X4 obtained which is not s i g n i f i c a n t . There­ f o r e , the null hypothesis r e la t in g to the ye ar the vocational choice was made is accepted. I t w i l l be noted th a t 28 emotional impairment majors made t h e i r choice during high school, w h ile only 16 made t h e i r choice during 53 c o lle g e . For th e elementary education majors these fig u r e s are reversed, the m a j o r i t y , 19, o f these students having made t h e i r choice in c o lle g e . W hile t h is .d iffe r e n c e did not achieve s ig n i f i c a n c e , the trend o f the data suggests t h a t students s e le c tin g emotional impairment as a major a r r iv e d a t t h is d e c is io n e a r l i e r in t h e i r school c a re e rs . Conmitment to teach in area o f t r a in i n g Q uestion n aire item number 8 concerned the s u b je c ts ' commitment to teach in t h e i r area o f t r a i n i n g : “Assuming jo b p o s itio n s w i l l be a v a i l a b l e , which statem ent most c lo s e ly approximates your c u rr e n t fee lin g s ? " The responses to t h is item are presented in T ab le 7. Table 7. D is t r ib u t io n o f su b je cts according to commitment to teach in area o f t r a i n i n g . Groups Emotional impai rmer.t Commitment Elementary education D e fin ite ly w ill 21 19 Probably w i l 1 16 9 Not sure 6 3 Probably not 1 1 D e f i n i t e l y not 0 3 44 35 Total 54 To anply a c h i-s q u a re t e s t to these data i t Is necessary to c o lla p se categ o ries in o rd e r to e lim in a t e c e lls w ith small expected fre q u e n c ie s . This is done by combining the th re e c a te g o rie s : Not s u re , probably n o t, and p o s it i v e l y n ot. When a c h i-s q u a re t e s t t a b le a value o f 1 .0 4 is is ap p lie d to th e r e s u lt in g 2X3 obtained which is not s i g n i f i c a n t . There­ f o r e , the n u ll hypothesis r e l a t i n g to commitment to teach in the area o f t r a in i n g is accepted. Standardized Test Results For the th re e t e s t s , the MTAI, the SVIB and the EPPS, an o v e r a ll alpha le v e l o f .1 0 was s e t . D is t r ib u t in g t h i s alpha le v e l over the th re e te s ts e s ta b lis h e d f o r each t e s t an alpha le v e l o f .0 3 3 . This alpha le v e l was a p p lie d to the m u l t i v a r i a t e F te s ts f o r the SVIB and EPPS and to the u n i v a r i a t e F t e s t f o r th e MTAI. Where th e re was s i g n i f ­ ica n c e, the alpha le v e ls were f u r t h e r apportioned f o r the u n iv a r ia t e F t e s ts r e l a t i n g to group d iffe re n c e s on th e various s u b -te s ts . For the SVIB th e alpha le v e l became .00 1 7 , and f o r the EPPS, .00 24 . Strong Vocational I n t e r e s t B1ank A m u l t i v a r i a t e F t e s t was a p p lie d to determine the s ig n ific a n c e o f o v e r a ll d iffe re n c e s between the two groups on th e nineteen s e le c te d measures from the SVIB. The F r a t i o f o r the m u l t i v a r i a t e t e s t o f e q u a lity o f mean vectors was 3 .2 6 w ith nineteen and t h i r t y - n i n e degrees o f f r e e ­ dom. This F is s i g n i f i c a n t a t the .0003 l e v e l . 55 I t is apparent th a t the two groups d i f f e r in t h e i r p attern of vocational in te re s ts as measured by these nineteen vocational in t e r e s t scales. U n iv a ria te F tests were then applied in a post hoc analysis of group d iffe ren c es on these scales: standard score means and standard deviations f o r the nineteen scales are presented in Table 8 and the u n iv a ria te analysis are presented in Table 9. Six of the nineteen scales discrim inated between the two groups a t the required .0017 le v e l of confidence. In each case the em otionally impaired group displayed higher i n t e r e s t in the vocations involved. In f a c t , 1t is noteworthy th at except f o r two sc ale s, Math- Science Teacher and Business Teacher, the em otionally impaired majors c o n s is te n tly earned higher in t e r e s t scores. A possible explanation fo r the change in p attern f o r the Math-Science Teacher and Business Teacher scales is th a t these scales may r e f l e c t less o f an in te r e s t in social se rv ic e type a c t i v i t i e s . I t was a n tic ip a te d th a t s ig n if ic a n t differences between the two groups in t h e i r expression o f needs on the EPPS would shed l i g h t on t h e i r patterns o f vocational i n t e r e s t . However, as w i l l be discussed below, the groups did not d i f f e r s i g n i f i c a n t l y 1n t h e i r EPPS responses, making impossible any such use o f the EPPS data. However, i t may be concluded th a t the two groups d i f f e r in t h e i r vocational in t e r e s t p a tte rn s . Edwards' Personal preference Schedule A m u ltiv a r ia t e F t e s t was applied to determine the s ig n ific a n c e of o v e ra ll d iffe re n c e s between the two groups on the fourteen need scales. 56 Table 8 . Table o f means. Summary o f data f o r em o tio n a lly impaired and elementary education majors f o r the S . V . I . B . Em otionally Impaired Elementary Education Means Std . Dev. Means S td . Dev. 1. P u blic Speaking 55.66 8 .9 8 52.00 9 .8 4 2. Teachi ng 6 1 .84 5.01 61.26 5.92 3. Social Service 60.89 6.42 58.97 9.04 4. Music Teacher 30.52 9.04 28.37 12.97 5. ♦ A rt Teacher ♦35.07 13.26 23.86 16.71 6. ♦English Teacher ♦38.07 9.02 26.23 15.74 7. ♦Language Teacher ♦38.43 8.35 27.74 16.93 8. ♦R ecreation Leader ♦4 6 .5 4 8.67 32.57 18.66 9. ♦Guidance Counselor ♦39.91 9.15 24.68 16.99 10. Social Studies Teacher 35.79 9.87 32.74 8 .6 8 11. Social Worker 30.73 8.83 26.11 14.16 12. ♦Speech P a th o lo g is t ♦35.41 8.69 20.20 14.05 13. Psychologist 26.52 12.67 2 1 .80 12.32 14. Math-Science Teacher 25.02 8.67 3 0 .17 8 .3 6 15. Army O f f i c e r 32.54 11.40 27.94 11.95 16. Business Teacher 17.93 9 .4 8 25.06 12.17 17. Home Economics Teacher 29.23 12.60 24.26 16.96 18. Physical Education Teacher 34 .29 7.65 2 8 .86 17.09 19. Elementary Teacher 36.52 10.41 3 1 .3 4 18.19 57 Table 9. **U n 1 v a ria te F t e s t f o r the S . V . I . B . Variables Mean SQ df F q 261.00 77 2.97 .0890 6.64 77 .22 .6369 1. Public Speaking 2. Teaching 3. Social Service 71.48 77 1.21 .2751 4. Music Teacher 90.22 77 .75 .3888 5. A rt Teacher *2450.11 77 11.05 .0014 6. English Teacher *2732.55 77 17.63 .0001 7. Language Teacher *2227.23 77 13.45 .0005 8. Recreation Leader *3806.59 77 19.44 .0001 9. Guidance Counselor *4517.68 77 25.91 .0001 10. Social Studies Teacher 181.65 77 2.07 .1544 11. Social Worker 414.82 77 3.14 .0805 12. Speech Pathologist 4509.21 77 34.84 .0001 13. Psychologist 434.79 77 2.77 .0999 14. Math-Science Teacher 516.76 77 7.09 .0095 15. Army O f f ic e r 412.95 77 3.04 .0852 16. Business Teacher 989.70 77 8.56 .0046 17. Home Economics Teacher 481.54 77 2.23 .1393 18. Physical Education Teacher 576.53 77 3.56 .0629 19. Elementary Teacher 523.04 77 2.53 .1159 58 The F r a t i o fo r the m u lt iv a r ia t e t e s t o f e q u a lity o f mean vectors was .9225, w ith fourteen and s ix t y - f o u r degrees o f freedom. This F was not s i g n i f i c a n t , in d ic a tin g th a t the two groups do not d i f f e r s i g n i f i c a n t l y in t h e i r p a tte rn of needs. Means and standard deviations f o r the fourteen EPPS sub-scales are presented in Table 10. I t is apparent th a t the d iffe re n c e s between mean scores and standard deviations are so small as to make meaningless any fu r th e r attempt to i n t e r p r e t trends in the data. Minnesota Teacher A ttitu d e Inventory The u n iv a ria te F te s t comparing the two groups on the MTAI is presented in Table 12. For the em otionally impaired majors the mean was 4 6 .36 , the standard d e v ia tio n , 4 3 .1 5 ; f o r the elementary education majors the mean was 5 4 .69 , the standard d e v ia tio n , 40 .95 . The means are not s i g n i f i c a n t l y d i f f e r e n t and i t i s , thus, concluded th a t the groups do not d i f f e r on the a t t i t u d e v a ria b le measured by the MTAI. 59 Table 10. Table o f Means. Means and standard d e v ia tio n f o r emotional impairment and elementary education majors f o r the E .P .P .S . Em o tion ally Impaired Elementary Education Mean Std . Dev. Mean Std . Dev. Achievement 12.48 4 .4 5 13.08 4 .0 8 2. Deference 10.89 3.56 10.14 4 .0 0 3. Order 7.64 3.64 8 .2 8 4.63 4. E x h ib itio n 13.30 3.30 13.68 3.13 5. Autonomy 13.16 3.65 13.17 3.99 6. Aggression 10.77 4.01 11.63 4.67 * 2 0 .8 6 3 .8 6 18.03 5.01 1 . 7. * I n t r a c e p t i o n 8. Succorance 12.54 4.59 13.48 4 .0 8 9. Dominance 12.93 4.33 11.51 4.64 10. Abasement 13.82 4.21 13.03 4.77 11. Nuturance 19.29 5.02 19.28 4 .5 4 12. Change 18.02 4 .8 8 18.83 3.95 13. Endurance 10.93 3.67 11.26 4 .9 2 14. Heteroxexuali t y 14.14 5.80 15.80 5.77 60 Table 11. U n iv a ria te F te s t f o r the E .P .P .S . Variables Mean SQ df F P 7.22 77 .39 .53 10.78 77 .76 .39 8.22 77 .49 .49 1. Achievement 2. Deference 3. Order 4. E x h ib itio n .47 77 .05 .83 5. Autonomy .00 77 .00 .99 6. Aggression 14.28 77 .77 .38 7. In tra c e p tio n 156.68 77 8.05 .01 8. Succorance 17.23 77 .90 .35 9. Domi nance 39.17 77 1.96 .17 10. Abasement 12.15 77 .61 .44 n. Nuturance .00 77 .00 .99 12. Change 12.66 77 .63 .43 13. Endurance 2.06 77 .11 .74 14. Heteroxexual i ty 53.95 77 1.61 .21 61 Table 12. 1. U n iv a ria te F t e s t f o r the M . T . A . I . V a ria b le Mean SQ df M .T .A .I. 1350.07 77 F .758 P .387 CHAPTER V SUMMARY AND DISCUSSION The purpose of th is study was to exp lo re d iffe re n c e s between students 1n p r e -s e r v ic e programs f o r teachers o f the em otio nally Impaired and students In a r e g u la r elementary education t r a in in g program. This study hypothesized th a t the personal needs and p e rs o n a lity t r a i t s o f c o lle g e students e n r o lle d in the special, ed u ca tio n -e m o tio n ally im paired program d i f f e r s i g n i f i c a n t l y from the needs and t r a i t s o f those e n r o lle d 1n the elementary education program. A d d i t i o n a l l y , i t was hypothesized t h a t students in elementary education d i f f e r e d from students in special ed u c a tio n -e m o tio n a lly impaired in th e number o f experiences they have had w ith normal and handicapped c h i ld r e n , the y e a r they made t h e i r care er choice and o th e r fa c to rs r e la t e d to t h e i r choice o f c a re e r. The present study attempted to look a t those needs and t r a i t s by using several o f the instruments suggested by previous studies and suggestions o f the guidance committee. There a re c u r r e n t ly several sources o f In fo rm atio n which may be used to s e le c t students f o r admission in to teach er education t r a in i n g programs, in c lu d in g : f i e l d experience r e p o r ts , grade p o in t average and o th e r s u b je c tiv e in fo rm a tio n . I t would be very h e lp fu l to have supple­ mentary o b je c t iv e data regarding p o t e n t i a l l y s i g n i f i c a n t p e rs o n a lity v a r ia b le s . T his in fo rm atio n would add to the v a l i d i t y o f s e le c tio n 62 63 procedures, as w ell as provide a basis f o r teacher t r a in i n g models which purpo rt to i n d i v i d u a l i z e the t r a in i n g process. I d e n t if y in g r e l e ­ vant s e le c tio n c r i t e r i a presents many problems because l i t t l e is known a t the present tim e about the s p e c i f ic re le v a n t fa c to r s to consider in the s e le c tio n o f candidates f o r sp e c ia l ed u ca tio n -e m o tio n ally impaired teacher t r a in i n g . The subjects f o r the study were se lected from a l i s t o f a l l elementary and special ed u ca tio n -e m o tio n ally im paired m ajors, as was described in Chapter I I I . se lec ted f o r the study. There was a t o ta l o f n in e t y - e ig h t subjects There were f o r t y - n i n e from th e elementary edu­ ca tio n group and f o r t y - n i n e from th e special ed u ca tio n -e m o tio n ally impaired majors. A ll te s ts were adm inistered during the spring term of 1974 on both a group and in d iv id u a l b a s is . Each student completed a b a tte r y o f te s ts c o n s is tin g o f a student q u e s tio n n a ire , Strong Vocational In te r­ est Blank, Edwards Personal Preference Schedule and the Minnesota Teacher A t t i t u d e In v e n to ry . Test r e s u lt s were discussed w ith students on an in d iv id u a l b a s is . The c h i-s q u a re t e s t was used to compare responses o f the two groups on the seven student q u e s tio n n a ire items. Seventy-seven per cent o f the students s e le c te d to p a r t i c ip a t e in the study a c t u a l ly completed a l l portions of the t e s t b a tte r y . When c e l l frequency s iz e d id not allo w f o r normal a n a ly s is , the c o lla p s in g procedure was used, as described in Chapter IV . To compare the groups on the SVIB and EPPS, a m u l t iv a r ia t e a n a ly s is o f va ria n c e was a p p lie d . I t was intended t h a t u n iv a r ia te F 64 tests would then be ap p lie d to the su b -scale scores in a post hoc an alysis. This was done fo r the SVIB, but i t was not done f o r the EPPS, since the m u l t i v a r i a t e t e s t fo r th e EPPS in d ica te d th a t th e re was no s i g n if ic a n t d if f e r e n c e between the groups in t h e i r p a tte rn o f responses. A u n i v a r i a t e F te s t was a ls o determined f o r the s in g le MTAI mean score. In th e f i r s t section o f th e f in d in g s , the seven student question n aire items r e l a t i n g to the s u b je c ts ' c a re er choice w i l l be discussed. 1. The student q u e s tio n n a ire items are as fo llo w s : Perceived d i f f i c u l t y o f t r a i n i n g p r o g r a m --It was apparent t h a t both groups regarded th e t r a in in g program f o r teachers c f th e em otio nally impaired as being more d i f f i c u l t . Since th e re was almost p e rfe c t agreement, no ch i-sq uare t e s t was a p p lie d . Thus, the n u ll hypothesis r e l a t i n g to perceived program d i f f i c u l t y was accepted. 2. C e r t a in t y o f vocational c h o ic e — Even though the c h i-sq u a re a n a ly s is was not s i g n i f i c a n t , the trend o f the data was t h a t su b je cts who had chosen the special education-emotional impairment program more o fte n f e l t very c e r ta in o f t h e i r v o c a tio n a l choice. 3. Year student made present c a re e r choice— The data in d ic a te d t h a t j u s t as many subjects from each group made t h e i r career choice a f t e r entering c o l le g e . However, a trend was appar­ ent suggesting th a t emotional impairment majors tended to make t h e i r d ecision the f i r s t y e a r o f c o lle g e , w h ile the m a jo r ity o f elementary education majors did not make t h e i r decision u n t i l the second y e a r o f c o lle g e . Number o f formal experiences w ith normal c h ild r e n — The data in d ica te d t h a t both groups had approxim ately an equal number of experiences w ith normal c h ild r e n . Number o f formal experiences w ith handicapped c h ild r e n —The data f o r t h is v a r ia b le in d ic a te d t h a t subjects in the emo­ tio n a l -impai rment program had had a g r e a te r number o f expeperiences w ith handicapped c h ild r e n . The g r e a te r number o f experiences by the em otional-im pairm ent majors w ith handi­ capped c h ild re n could r e f l e c t e i t h e r an awareness o f the number o f requ ired experiences needed f o r admission in to the special education-em otional impairment program or a more intense commitment t o , o r i n t e r e s t i n , th e c a re e r choice made by the stu d en t. Future stu d ies might choose to more c a re­ f u l l y a s c e rta in the underlying reasons why students in the special education-em otional impairment tea ch er t r a in in g program have had more experience w ith handicapped c h ild re n . Year the student made his present vo cation al c h o i c e - - I t w i l l be noted t h a t tw e n ty -e ig h t emotional impairment majors made t h e i r decision during high school, w h ile only sixteen made t h e i r choice during c o lle g e . For the elementary edu­ cation m ajors, these fig u r e s are reversed , w ith the m a jo r it y , n in ete en , o f these students having made t h e i r choide in c o lle g e . While th is d if f e r e n c e did not achieve s ig n if ic a n c e , the trend o f the data suggested th a t students s e le c tin g 66 emotional impairment as a major a r r iv e d a t t h is decision e a r l i e r in t h e i r school c a re e rs . 7. C e r ta in ty o f vocational c h o ic e --T h e re was no s i g n i f i c a n t d if f e r e n c e between the groups concerning t h e i r commitment to teach in the area o f t h e i r t r a in i n g . The second section o f the fin d in g s w i l l re p o rt the s u b je c ts ' responses to the th ree standardized instruments measuring vocational in t e r e s t s * p e rs o n a lity v a ria b le s and teacher a t t i t u d e s . On the SVIB, s ix o f the nineteen scales d is c rim in a te d between the two groups. In each case* the emotional impairment group displayed higher i n t e r e s t in the vocations in v o lv e d . In f a c t , i t is noteworthy th a t except f o r two sc a le s , the math-science teach er and business te a c h e r, the emotional impairment majors c o n s is te n tly earned higher i n t e r e s t scores. These r e s u lts suggest t h a t students a t Michigan S ta te U n iv e rs ity who s e le c t special e d u c a tio n -e m o tio n a lly impaired as a major are more in c lin e d to want to develop r e la tio n s h ip s w ith people or be involved w ith s o c ia l s e rv ic e -ty p e s o f a c t i v i t i e s and are less in c lin e d to p r e f e r computational a c t i v i t i e s o r in t e r e s t s . I t can r e a d ily be seen in Roberts' study and th is study t h a t th e re are c e r t a in p e rs o n a lity t r a i t s , as measured by the EPPS, th a t are common to persons in te re s te d i n , or who are tea ch in g , special ed ucation. Roberts' study (1962) compared s i m il a r groups o f experienced teachers and found th a t the sp e cial education teachers d if f e r e d from the elementary teachers in the fo llo w in g ways: They were less argum entative and overb earing ; they were more f r i e n d l y , k in d , h e lp fu l and sym pathetic; they had a higher i n t e r e s t in b io lo g y , but they were less in te r e s t e d in a c t i v i t i e s 67 involving computation; they were in te re s te d in verbal s k i l l s and understandings, but t h e i r in t e r e s t in th is area was less high o r intense; they were less in te re s te d in personal power, in flu e n ce and in being leaders (1962, p. 8 3 ). I t should be noted, however, th a t Roberts’ study involved experienced teachers. Since the F t e s t on the fourteen need scales did not show s ig n ific a n c e between the two groups in the present study, there is no reason to b e lie v e the two groups d i f f e r g r e a t ly . There is a d i f ­ ference between the two groups on the in tra c e p tio n sub-scale of the EPPS. This d iffe re n c e would seem to in d ic a te th a t students who s e le c t special education-em otionally impaired as a major are more in c lin e d to engage in s e lf-a n a ly s is and in tra s p e c tio n about themselves and o th ers. Jones and G o ttfr ie d (1966) used the EPPS with two groups o f teachers s im ila r to the groups used in the present study and found th a t the special education majors had high scores on the a f f i l i a t i o n sub­ t e s t , which were associated w ith preferences fo r teaching delinquent and deaf c h ild re n ; low scores were associated w ith preferences fo r teaching speech handicapped c h ild re n . High scores on the e x h ib itio n su b -test were associated w ith preferences fo r teaching delinquent and p a r t i a l l y seeing c h ild re n . The re s u lts o f th is study are not consistent with those reported by Jones and G o tt f r ie d . Among the several fac to rs th a t might account fo r the re s u lts obtained in the present study are the s im ila r age range in the population sampled, s i m i l a r i t y in tr a in in g programs fo r the f i r s t two years in both, as w ell as the decision not to include majors in other areas o f special education in the present study. a f f i l i a t i o n scale o f the EPPS was not used because the EPPS is an The 68 ip s a tiv e measure, and o f the f i f t e e n measures, a f f i l i a t i o n had the lowest c o r r e la tio n . For these reasons, a comparison to Jones' and G o t tfr ie d 's study is not possible. The fin d in g s on the MTAI did not in d ic a te any s i g n if ic a n t d iffe re n c e . I t should be noted th a t both groups, w hile w ell w ith in the range of "acceptable" scores, did f a l l toward the lower end of the scales. This might be a t t r ib u t e d to the f a c t th a t the scores were obtained f a i r l y e a rly in the stu d en t's tr a in in g program, and the f i r s t two years o f these groups, as mentioned p re v io u s ly , do not d i f f e r a great deal. Any d iffe re n c e s between the same groups l a t e r in t h e i r college education or a f t e r employment might r e f l e c t the influen ce of e ith e r the tr a in in g program or professional experience o f these students, as measured by the MTAI. These re s u lts would be co n sisten t with those reported by Badt (1957) which suggest th a t p ra c tic e teaching influenced the scores o f the MTAI in an upward d ir e c tio n . Career Choice There is already evidence from many studies th a t p ers o n a lity c h a r a c t e r is t ic s , a t t itu d e s and personal needs are re la te d to a person's vocational choice. The choice of a vocation is not p r im a r ily ra tio n a l or l o g i c a l, but is somewhat b lin d , impulsive and emotional. From the information obtained in th is study, the choice o f a ca re er in e ith e r elementary education or special education-emotional impairment does not appear to be s o le ly re la te d to the v a ria b le s in v e s tig a te d . The v a r i ­ ables th a t showed s i g n i f i c a n t d iffe r e n c e between the two groups were: the year they made t h e i r career choice, and the number o f experiences 69 they had had with handicapped c h ild re n . Yet unresolved are the reasons why the students in special education-emotional impairment made t h e i r career choice e a r l i e r and had had ad d itio n a l experience with handicapped child ren . The choice o f special education-emotional impairment as a career could have been influenced by the idea o f teaching jobs being a v a ila b le upon g raduation, as a r e s u lt o f previous contact with handi­ capped in d iv id u a ls whether they were fam ily members or c itiz e n s in the community, or any number o f y e t unknown fa c to r s . f l t t i t u d i n a l and P erso n ality D ifferen ce The a t t i t u d i n a l and p e rs o n a lity v a ria b le s measured by the o b je c tiv e instruments u t i l i z e d also did not c le a r ly d is tin g u is h between the two groups. D ifferen ces were noted between prospective teachers in elementary education and special education-emotional impairment but, on the whole, the two groups were more s im ila r than they were d i f f e r e n t . This s i m i l a r i t y may be explained by: the type of student who chooses to attend Michigan S ta te U n iv e rs ity , the s i m i l a r i t y o f the tra in in g programs f o r the f i r s t two y e a rs , the general helping a t t i t u d e of per­ sons entering teacher education a t th is tim e , or any o f a v a rie ty of v a ria b les not in v es tig ate d in th is study. Lim itatio n s and Suggestions f o r Further Research The a t t i t u d i n a l and p e rs o n a lity v a ria b les in v es tig ate d in th is study were selected on the basis o f recommendations made through previous s im ila r s tu d ie s . Suggestions o f the guidance committee and 70 the l i t e r a t u r e helped in deciding which instruments should be used to measure those v a ria b le s o f i n t e r e s t to t h is study. th a t could have been used are: Other instruments Teacher Preference Schedule, Thurston In t e r e s t Schedule, Study of Values, Teacher A t t i t u d e In v e n to ry , Personal Info rm ation Blank, S ix te e n P e rs o n a lity Factors Q uestionnaire and the Gordon Personal In v e n to ry . These instruments are suggested on the basis o f those used in studies found in the review o f th e l i t e r a t u r e in th is study. One o f the problems l i m i t i n g research attem pts to r e l a t e teachers* p e r s o n a litie s and a t t i t u d i n a l c h a r a c t e r is t ic s to e f f e c t i v e classroom performance is t h a t th e re is a serious problem in d e fin in g the term inology. The terms employed in discussing the personal c h a r­ a c t e r i s t i c s o f teachers mean many d i f f e r e n t things to d i f f e r e n t people. I t might be necessary to r e l y less on s e l f - r e p o r t i n g devices and to u t i l i z e more in t e n s iv e ly t e s t s , observable behaviors and measurable personal c h a r a c t e r is t ic s . A lso, the l i t e r a t u r e does not reveal a l i s t o f a t t i t u d i n a l and p e rs o n a lity t r a i t s t h a t have been agreed on by experts in the f i e l d which can be used in i d e n t i f y i n g "good" teachers. In a d d itio n to t h is l i m i t a t i o n , th e re is no c le a r - c u t d e f i n i t i o n th a t can be made which can d is tin g u is h a "good" special education-em otional from a "good" elementary education te a c h e r. impairment teacher I f the trend toward com­ petency-based teach er t r a in i n g c o n tin u e s, and i f competencies are to include the im portant areas o f a t t i t u d e and p e r s o n a li t y , b e t t e r means o f i d e n t i f y i n g , assessing and developing these c h a r a c t e r is t ic s w i l l needed. be 71 Other l im it a t io n s in c lu d e (a ) the l im it e d number o f s tu d ie s done p r i o r to t h is one concerning the s e le c t iv e process o f emotional impairment t r a in e e s , (b) the la c k o f in fo rm atio n regarding the appro­ p r i a t e instruments to be used f o r a study o f t h is ty p e , and (c) the knowledge as to why some elementary education majors were not w i l l i n g to p a r t i c i p a t e in the study. Perhaps those students who volunteered to p a r t i c i p a t e have more s i m i l a r c h a r a c t e r is t ic s than those who did not choose to p a r t i c i p a t e in the study. Based on the fin d in g s o f t h is study, i t can be suggested th a t students in the two c u r r i c u l a , elementary education and special educatio n -im p a irm e n t, do not d i f f e r in the a t t i t u d i n a l and p e rs o n a lity c h a r a c t e r is t ic s measured* useful The o b je c tiv e data obtained would not be in d is c rim in a tin g between the two groups o f students. U n til such data e x i s t , the present s e le c t iv e process is adequate, but because of the s u b j e c t i v i t y involved in th a t process, i t stands to reason th a t students w ith p e rs o n a lity t r a i t s s i m il a r to those on the s e le c tin g committee are being chosen. Based on th is stu d y, the w r i t e r recommends t h a t another i n v e s t ig a t o r expand i t to in c lu d e a p re - and p o s t - te s t o f the su b je cts . This type o f procedure would be useful in t e s t in g the consistency o f the s u b je c ts ' responses and how these responses change as a r e s u l t o f experience. The p o s t - t e s t should be adm inistered a f t e r the subjects have entered the teaching f i e l d and acquired experience. To provide a norm p a tte r n i t would als o be h e lp fu l to g a th e r data on e x is tin g elemen­ ta r y and sp ecial education-em otional impairment teachers in the f i e l d who have been declared "good" o r "inadequate" by recognized a u t h o r i t i e s . lit a A l i s t of s k i l l s t h a t would speak to the competencies o f "good" teachers should be devised. This would be done so th a t there would be consider­ able agreement of terminology and d e f in itio n s used by experts in the fie ld . Another in v e s tig a tio n might also u t i l i z e a d d itio n a l te s ts th at would look at s im ila r or d i f f e r e n t a t t i t u d i n a l p e rs o n a lity t r a i t patterns and values. BIBLIOGRAPHY BIBLIOGRAPHY A ttitu d e s o f U n iv e r s ity Students Toward Exceptional Badt, M. I . Children and Special Education. Exceptional C h ild r e n . 1957, 23, pp. 286-290. The personal p re r e q u is ite s to tea ch er e ffe c tiv e n e s s in B a rr , A .; W orcester, D .; A b el, A .; Beecher, C .; Jensen, L . ; Peronto, A .; Ringness, T . ; and Schmito, J . Wisconsin Studies o f the Measurement and P re d ic tio n o f Teacher E ^ te ctive n e siT Madison: Dembar P u b lic a tio n s , 1961, pp. 99-l0(S. Barr, A. Dimensions o f t h e r a p is t response as causal B a rre tt- ■Lennard, G. T . fa c to r s in th e ra p e u tic change. Psychological Monographs, 1962, 76, 43. pp. 1-3 2. Bordln, E. A theory o f vo c atio n al i n t e r e s t as dynamic phenomena. 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OccupaSchool APPENDICES APPENDIX A SELECTION CONDITIONS AND PROCEDURES FOR UNDERGRADUATE STUDENTS INTENDING TO BECOME MAJORS IN SPECIAL EDUCATION TEACHER PREPARATION CURRICULA AT MICHIGAN STATE UNIVERSITY At th e undergraduate le v e l* Michigan S ta te U n iv e rs ity o ffe r s p re p a ra tio n programs f o r those In te re s te d 1n becoming teachers o f men­ t a l l y re ta rd e d , e m o tio n a lly d is tu r b e d , v is u a lly Im p aire d , hearing Im paired and b 11 n d /d e af. Because o f th e la rg e numbers o f candidates in te re s te d In th ese c u r r ic u la and th e l im it a t io n o f a v a ila b le s t a f f and resources. I t has been necessary to e s ta b lis h c u r r ic u la r quotas fo r stu d en t admissions a t th e ju n io r le v e l and a p p ro p ria te stu d e n t s e le c tio n procedures. T h is document Intend ed to provide In fo rm a tio n r e la t in g to requirem ents and procedures f o r adm ission. S e le c tio n C r i t e r i a S e le c tio n o f a p p lic a n ts Is based upon s u b je c tiv e e v a lu a tio n o f c e rta in fa c to r s and experiences as fo llo w s : 1. In t e n s it y o f In t e r e s t In education o f handicapped. E v i­ dence may be shown by t u t o r i a l , v o lu n te e r o r o th e r work and contacts w ith handicapped persons o ver a p erio d o f tim e . Other evidence suggesting a conmltment to th e f i e l d w i l l als o be sought. 2. E v a lu a tio n o f th e n a tu re and e x te n t o f previous exp er­ ien ce w ith handicapped persons. P ro visio n s a re made by th e Special Education s t a f f to a s s is t freshmen and sophomores w ith o p p o rtu n itie s to gain such exp erien ce through various o p tio n s . These experiences may be sought by any f i r s t o r second y e a r student a tte n d in g M .S.U . o r o th e r in s t it u t io n s . Campus students w i l l be advised to work through th e V o lu n te e r Bureau. Up to th re e d i f f e r e n t experiences o f ap p ro xim ately 30 hours each w i l l be re q u ire d In c lu d in g one o r more o f the fo llo w in g : a. a t u t o r i a l exp erience w ith e it h e r handicapped o r non-handicapped persons. 77 78 b. experience w ith school age handicapped, p re fe ra b ly 1n th e Intended area o f sp ecial education c o n c e n tra tio n . c. fre e -c h o ic e exp erience o f some p o te n tia l r e l e ­ vance to s p e c ia l e d u ca tio n . V o lu n te e r experiences p r io r to high school g rad u atio n can­ not be used to w aive th e above req u irem en ts, but do p ro v id e some evidence o f In t e r e s t and commitment as noted In number 1 above. V e r ifie d v o lu n te e r o r paid experiences a f t e r high school g rad u atio n may be used to w aive th e above requirem ents a t th e d is c r e tio n o f a s p e c ia l education m ajor a d v is o r. A tw o -p a rt s u b je c tiv e e v a lu a tio n w i l l be re q u ire d a f t e r each exp erien ce. a. The student w i l l be asked to p ro vid e w r itte n d e s c rip tio n o f how th e experience was re la te d to his own g o a ls . b. The cooperating ag ency-sup erviso ry person w il l be asked to complete an e v a lu a tio n form. 3. E valu atio n o f la b o ra to ry and f i e l d exp erience 1n te a c h in g . A ll candidates a re expected to complete ED 101 A, ''E x p lo r­ ing T each in g ," p r io r to c o n s id e ra tio n as a sp ecial educa­ tio n m ajor. F u rth e r s p e c ific d e s c rip tio n o f th is requirem ent 1s a v a ila b le 1n w r it te n form from th e D ep art­ ment o f Elem entary and S pecial E ducation. 4. E v alu a tio n o f previous academic p re p a ra tio n and grade p o in t average. M .S.U . re q u ire s a minimum grade p o in t average o f 2 .0 f o r entrance to C o lle g e o f Education c u r r ic u la . Except 1n unusual circum stances, however, a minimum grade p o in t average w i l l not be s u f f ic ie n t f o r candidates who compete as a p p lic a n ts f o r special education c u r r ic u la . 5. E v a lu a tio n tio n sh ip s relevance education 6. Acceptance as a te a c h e r c e r t i f i c a t i o n can d id ate by those re sp o n s ib le f o r elem entary o r secondary p re p a ra tio n pro­ grams. o f in te r-p e rs o n a l r e la tio n s h ip s , c h ild r e l a ­ and o th e r personal c h a r a c te r is tic s w ith to teaching a c t i v i t y and p a r t ic u la r sp e cial c u r r ic u la . 79 I t is recognized th a t th e re are few , 1 f any, s a tis fa c to r y o b je c tiv e c r i t e r i a f o r s e le c tio n w ith demonstrated v a l i d i t y A continu ing a tte m p t w i l l be made to v a lid a t e th e above fa c to r s and judgments as a means f o r developing o b je c tiv e c r i t e r i a f o r s e le c tio n . In cases where in fo rm a tio n is In a d e q u a te , an in te rv ie w may be re q u ire d . Numbers o f Candidates Admission to s p e c ia l education c u r r ic u la has been e s ta b lis h e d f o r each o f th e areas e f f e c t i v e a t th e ju n io r y e a r le v e l according to th e fo llo w in g schedule: Mental R e ta rd a tio n Emotional D isturbance V is u a lly Handicapped (In c lu d e s B l1n d /D eaf program) Deaf Education 44 42 24 The c u rre n t r a t io o f on-campus to t r a n s f e r stu d en t admissions is two to one. I t is expected th a t admission o f 142 ju n io r le v e l students w i l l y ie ld ap p ro xim ately 120 s e n io r graduates per y e a r. Procedures f o r A p p lic a tio n In te re s te d candidates a re encouraged to c o n ta c t th e Under­ graduate Student A f f a ir s O f f ic e , Room 134, C o lle g e o f Education f o r a p p lic a tio n m a te ria ls and f u r t h e r d e s c rip tiv e In fo rm a tio n . A p p lican ts are due March 15 and w i l l be considered durin g th e w in te r term o f th e a p p lic a n t's sophomore y e a r . Requirements l is t e d under s e le c tio n c r i t e r i a must be completed p r io r to c o n s id e ra tio n . A ll completed a p p lic a tio n s are se n t to th e s p e c ia l education f a c u lt y f o r review and successful candidates a re n o t if ie d during th e sp rin g term . T ra n s fe r a p p lic a n ts a re advised to c o n ta c t t h e i r Michigan community c o lle g e counselors o r u n iv e r s ity ad visors f o r in fo rm a tio n and exp erience o p p o rtu n itie s a v a ila b le to them on th e home campus o r community. APPENDIX B My name 1s W ill Johnson. I am a d o c to ral stu d en t a t M ichigan S ta te U n iv e rs ity 1n th e Department o f Elem entary and S p ecial E ducation. I have completed a l l o f my work towards n^y d o c to ra l degree except fo r g a th e rin g data f o r my re s e a rc h . The research p e rta in s to th e a t t i t u d i n a l and p e rs o n a lity t r a i t s o f p o te n tia l elem entary and s p e c ia l education te a c h e rs . As a r e s u lt o f ta lk in g to yo u r a d v is o rs , I complied a 11st o f students from which yo u r name was randomly s e le c te d to be a p a r tic ip a n t in my re se arch . Should you agree to p a r t ic ip a t e , 1 t would re q u ire approxim ately one and one h a lf hours o f yo u r tim e f o r t e s t in g . The s e le c te d te s ts deal o n ly w ith p e r s o n a lity . A ll In fo rm a tio n w i l l be held 1n s t r i c t confidence by me, not to be used o r seen by anyone o th e r than me. A f t e r th e d ata has been c o lle c te d and a n a ly ze d , you may have access to yo u r r e s u lts . Each p a r t ic ip a n t 's name w i l l be e l i g i b l e to be drawn f o r one o f th e ten $ 1 0.0 0 b i l l s upon com pletion o f the t e s t s . You may c a ll me a t 355-4545 o r come to 301-9 Erickson H a ll . 1 wish you the best luck on your summer endeavors, and I am ex trem ely a p p re c ia tiv e o f your h elp . Yours t r u l y , W ill Johnson WJ/am 80 I t was Indeed kind o f you to p a r t ic ip a t e In my study by responding to th e s e rie s o f te s ts s e le c te d f o r th e study. I f you w il l r e c a l l , I promised s t r i c t c o n f id e n t ia lit y 1n regard to th e t e s t r e s u lts . To keep th a t prom ise, no re s u lts w i l l be m ailed o r g iven on th e phone. I am lo c a te d on the t h ir d f l o o r o f Erickson H a ll (3 0 1 - 9 ) . You may c a ll 355-4545 to make appointm ents. Enclosed 1s a 11st o f th e ten names drawn to re c e iv e $10.00 each. A g ain , I say thanks a m illio n f o r your h e lp . Warmly, W ill Johnson WJ/am Enclosure 81 1. Janet B u tle r 2. Richard M, C o llin s 3. Georgia Davidson 4. J111 Forberg 5. LeeAnn Heusner 6. C h ris tin e Ir v in 7. Karen A. Johnston 8. Barbara Mann 9. Ronda L. P r e t z la f f 10. Barbara WHmarth 82 APPENDIX C PLEASE KOTE: Appendix C, Form T399 "Strong Vocational Interest Blank For Men'.', Appendix C, Form TW398, "Strong Vocational Interest Blank For Women” , Appendix D, "Edwards Personal Preference Schedule” , Appendix E, "Minnesota Teacher Attitude Inventory", and Appendix F, "Information Form", not microfilmed at request of author. Available for consultation at Michigan State University Library. UNIVERSITY MICROFILMS