Effects of Student Teaching Experience on Attitudes toward Administrative Directives.

Autor/in	O'Neal, E. C.
Titel	Effects of Student Teaching Experience on Attitudes toward Administrative Directives.
Quelle	(1986), (11 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Authoritarianism; Elementary Secondary Education; Higher Education; Physical Education Teachers; Principals; Student Teacher Attitudes; Teacher Administrator Relationship; Teaching Experience + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Autoritarismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Principal; Schulleiter
Abstract	This study, conducted at Mississippi State University 1984-86, sought to determine the significant effect of the student teaching experience on the attitudes of physical education majors toward administrative directives. Fifty-five students were asked in what way they would comply with directives: (1) without question; (2) mentally questioning the authority of the principal to issue the directive; (3) complying, but altering the application to conform with personal convictions; and (4) refusing to comply. The pre-test was given to the subjects during the first week of the semester while they were taking block courses previous to student teaching. The post-test was given during the final week of student teaching. Items on the questionnaire were divided into two categories--those deemed to be teacher oriented, and those perceived as administrator oriented. A discussion is presented on the changes in attitude revealed by responses to the pre- and post-tests, and on the perceived narrowing of "zones of indifference" (the extent to which people will respond to orders or directives issued by authority figures), as an effect of the student teaching experience. Data on test results are presented in tables. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01