Literaturnachweis - Detailanzeige
| Autor/in | Oakes, Jeannie |
|---|---|
| Institution | California Univ., Los Angeles. Graduate School of Education |
| Titel | 208 English Teachers. A Study of Schooling in the United States. Technical Report Series, No. 11. |
| Quelle | (1980), (97 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Career Choice; Comparative Analysis; Educational Philosophy; English Instruction; Job Satisfaction; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teacher Background; Teacher Characteristics; Teacher Education; Teaching Experience |
| Abstract | Two hundred and eight junior and senior high school English teachers responded to a survey on variables related to the teachers as individuals, their educational backgrounds and professional training, their current teaching situations and other professional activities, and their attitudes toward selected educational issues. Eight hundred fifty-one teachers of other subjects taught at the schools were considered together at each level (junior or senior high) to form groups for comparison with the English teachers. A demographic profile emerged that indicated that English teachers as a group were slightly older than teachers of other subjects, were predominantly white females, and were likely to be politically more liberal. Their median incomes did not differ significantly from those of other teachers, and their reasons for entering teaching were similar to the reasons of other teachers. A higher percentage of English teachers reported that their career expectations had been met and that they would enter teaching again. The majority of them believed themselves to be well trained for their work. While there was little difference in the amount of education and training between English teachers and others, English teachers appeared to be motivated more often by personal growth and less frequently by salary advance. In measuring professional attitudes, English teachers considered together as a group appeared to take their teaching more seriously and were more involved in their subject than were other teachers. The English teachers emerged as less traditional in their responses to statements of educational beliefs than other teachers. In comparison with other teachers, they were less supportive of strong teacher control and discipline and of an emphasis on basic skills. Generally, English teachers held similar views on educational issues and differed mainly from others in that they were more seriously focused on the intrinsic aspects of teaching. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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