COMPARISON OP THE CHANGS IN ATTITUDES TOWARD YOUTH OF TWO SELECTED GROUPS OF STUDENT TKACHSRS APPROVED: Graduate Committee: i J t f / i A M r 1 . 1 < Major Professor c / x Minor "Professor . via , CLQsfc^v^y CoKMitt00 Member Committee Member W x X K ( k J L A J j&Mtn of""'°th@' School of Education l)ean of'The'Graduate School' '
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COMPARISON OP THE CHANGS IN ATTITUDES TOWARD YOUTH
OF TWO SELECTED GROUPS OF STUDENT TKACHSRS
APPROVED:
Graduate Committee:
i J t f / i A M r 1 . 1 <
Major Professor c / x
Minor "Professor
. v i a , C L Q s f c ^ v ^ y
CoKMitt00 Member
Committee Member
W x X K ( k J L A J
j&Mtn of""'°th@' School of Education
l)ean of'The'Graduate School' '
COMPARISON OF THB GHA1GS IN AfTIfUDKS TOWARD YOUTH
Statement of the Problem Hypotheses Definition of Terms Limitations of the Study Procedures for Collecting and
Treating Data The Minnesota Teacher Attitude
L''' en'toiT
II. HKVIEW OF HSLATiJD LITERATURE. 20
Validation Studies of the MTAI Studies of Prediotive Value of the
m i Studies of Changes in MTAI Scores
of Teachers Studies of Changes in MTAI Scores
of Student Teachers Studies of the Relationship of MTAI
to Other Instruments
III. METHODS AND PROCEDURES 46
Selection of the Problem Administration of the MTAI Selection of the Two Groups of
Prospective Teachers Statistical Treatment of the Data
IV. PRESENTATION AND ANALYSIS OF DATA 59
Significance of Difference in Mean Attitude Scores of Oroup I and Group II Upon Completion of the Professional Seasester
i n
TABLE OP CONTENTS —Continue d
Chapter Page
Significance of Differences in Attitudinal Change of Oroup I and Group II during the Professional Semester
Significance of the Attitudinal Changes within JSacsh Oroup of Prospectiv® feaoher®
Summary of Data Analysed
V, SUMMARY, COHCLUSIONS, AND RSCOMMKNDATIOHS . . 78
Summary Suasoary of Data and Findings Conclusions Recoaaaendatlons
APPSHDIX 87
B IBLIOGRAPHX . . 95
iv
LIST OF TABLES
Table Pag®
I. Distribution of Groups by Sex and Taachi eg Pi aid 60
IX. Mean MTAI Scores, Percentile Hanking, and Standard Deviations for Two 3eleeted Groups of Prospective Teachers. . . . . . . 61
HI. Mean of the differences in Attitudlnal Change of Group I and Group II, fisher's t, Degrees of Preedea, and Levels of *" Probability during the Professional Semester. . . . . . . . . . . . 66
I?. Mean of the Attitudlnal Change® within Group I and Group II, Pisher'a Degree® of Freedom, and Level® "of Probability during'the Professional Semester. 70
CHAPTER I
INTRODUCTION
Teaoher-educatlon institutions muat be conoerned with
the total development of persona who propose to become teach-
ers. In the process of educating prospective teachers, col-
leges and universities are interested In providing those
experiences which result in the best-prepared teachers pos-
sible. Attitudes of the teaehers toward youth become an
important aspect in the development of the teacher* Atti-
tudes of teachers toward youth cannot be used to predict how
successful teachers will be in teaching, but individuals who
indicate a more favorable attitude toward youth tend to
demonstrate qualities of teaching similar to those qualities
found in better teachers (2, p# 801).
The measurement of attitude is an elusive and difficult
task. Many definitions of attitude have been given, varying
with the authors. In order to measure an attitude, a defi-
nition of attitude which will provide a basis for discussing
the teacher-pupil relationship must be formulated. The word
•"attitudew is derived from the Latin word aptua, meaning
"suited.® Attitude is defined by Thurstone as a generalized
reaction for or against a specific psychological object
(17, pp. 222-241). For many readers Thurstone'a definition
2
of attitude la acceptable, but for the purpose of studying
teacher attitudes# a more specific definition is needed.
Allport suggests that attitude is a mental and neural state
of readiness organized through experience, exerting a directive
or dynamic influenoe upon the individual's response to all
objects and situations with which it la related (1, Ch« I?}.
Allport's definition of attitude can more easily be applied
in the development of attitudes of teachers toward youth.
Attitude® of the public secondary school teacher toward
youth are important because of his constant Involvement in
interpersonal relationships with youth. According to Allport*s
definition of attitude, the attitude of the teacher toward
youth is the way in which the teacher responds to youth.
Arnold {2, p. 301) states that, although reaearch does not
present evidence of a relationship between attitude and
teaching success, a relationship can be logically concluded*
As previously stated, individuals who indicate a more favor-
able attitude toward youth tend to have those qualities found
in better teachers (2, p. 801). The development of a favor-
able response or attitude thus becomes an important aspect
of teacher education.
Research studies present evidence that attitudes of
teachers toward youth tend to change during the process of
teacher education. Leeds (3) found that attitude scores,
as measured by the Teacher Attitude Inventory, tended to
decrease duriag the first six months of teaching experience*
Dunham (6) also discovered that tho attitudes of a group of
semester which inoluded student teaching during the first
nine weeks of the professional semester ami enrolled In
accelerated professional education courses on the college
campus during the last nine weeks of that semester#
In making available student teaching during either the
first or last nine weeks of the professional semester, two
advantages were imnedlately apparent, The first advantage
was that more secondary school classrooms could be provided
for student teaching. The second advantage related to admin-
istrative procedures. However, it remains for lystematio
comparison to provide information regarding the educational
effect of the two program® of secondary school student teach-
ing. Research is needed to determine if either program re-
sults in student-teaching e^eriences which are more effective
in the development of the prospective teachers. Attitude
toward youth, one aspect of the teaching personality, was
chosen for this study.
Value of the Study
The values of this study were enumerated aa followsj
1. The conclusions of this study night provide a partial
basis for judging the impact of alternate programs of student
teaching with respect to the development of attitudes of
prospective teachers toward youth.
2. The conclusions of this study aiight provide additional
information concerning the professional semester and its
17
impact upon the preparation of prospective secondary school
teaehers# Information concerning changes which ocour in
attitudes of prospective teachers toward youth during the
professional semester may be useful in an evaluation of the
content and sequence of professional experiences required
of the prospective teachers#
5, The conclusions of this study might provide an in-
formational basis for a re-examinatlon of the entire teacher-
education program In terms of attitudes toward youth*
A re-evaluation may be made of the teacher-education program
which precedes the professional se»ester to determine the
relationship between that program and the attitudes of
prospective teachers.
CHAPTER BIBLIOGRAPHY
1. Allport, Gordon W., "Attitudes," Handbook of Soolal Psy-chology, edited by C. Murchlson, woreeeter, Clark Jniveralty Press, 1936#
2. Arnold, Dwight L., "The Minnesota Teacher Attitude In-ventory," The Pourth"*lental Measurements Yearbook, edited by Oscar" 'Kris oh Buros, Highland Park, Maw Jersey, Gryphon Press, 1953.
3. Callis, Robert, "Change In Teacher-pupil Attitudes Related to Training and Experience,® Educational and Psycho-logical Measurement, X {Sprlng~t£nter, 1@50), TL8-727•
4. Cook, Walter W., and Leeds, Carroll H., "Measuring th® teaching Personality," Bduoatlonal and Psychological Measurement, VII (Summer, 1947), 599-40».
5# Cook, Walterj Leeds, Carroll H.; and Galll®, Robert, Manual, Minnesota T'e&cher Attitude Inventory. Mew Y ork, The Psychological Corporation, 1961*
6. Dunham, Darrell Robert, "Attitudes of Student Teachers, College Supervisors and Supervising Teachers toward Youth," unpublished doctoral dissertation. School of Education, Indiana University, Bloomlngton, 1958#
7. Puller, Bllsabeth, "The Use of Teacher-pupil Attitudes, Self-rating, and Measure of General Ability in th® Pre-service Selection of Hursary-school-klndergarten-prlmary Teachers," Journal of Sducatlonal Research. XbVf (April, 1951), 675-686.
8# Fulstra, Clarence, "Supervisory Practices Which Student-teacher® Consider Most Helpful," Sducatlonal Adminis-tration and Supervision. XXVIII (1942), 636-540.
9. Gage, N. I.., and Sucl, George, "Social Perception and Teacher-pupil Relationships," Journal of Educational Psychology. XLII (March, 1951), 144-152.
10.
* »jy.,v»*OJ»vR3F i AwAi. i •
Good, Carter V., and Scates, Douglaa B., Methods of Research, Mew York, Appleton-Century-Crofts, Inc., m — r m
18
19
CHAPTER BIBLIOORA PHY—Continued
11. Latham, James Lee, "An Analytical and Descriptive Tech-nique for Rating Student Teachers," unpublished doctoral dissertation, School of Education, North Texas State College, Denton, Texas, 1§§7«
12# Leeds, Carroll H., "The Construction and Differential Value of a Scale for Determining Teaeh@r~pupil Attitudes,H unpublished doctoral dissertation, School of Education, University of Minnesota, Minneapolis, 1946#
15» Leeds, Carroll H., w& Scale for Measuring Teacher-pupil Rapport.* PsycholoRioml Monographs t General and Allied, Vol. XLXV, Mo. I "«ole!Bo. 'Jttrf), American Psychological Association, Washington, D. C., I960,
14. Mo If eater, Quinn, fsjcholo&ical Statistics. Mew York, John Wiley and Sons, Inc., l955»
15. Monroe, Walter S«, editor. Encyclopedia of Sduoatlonal Research, lew York, The KaoMiil'da""Company, ' 1952. "
16. Morth Texas State College, Bulletin of North Texas State College. No, 283, Denton, Texas, 1967.
17. Thurstone, L. L., "Theory of Attitude Measurement,® Psychological Review. XXXVI (1929), 222-241,
CHAPTER II
REVIEW OF RKLATgD LITERATURE
It la the purpose of Chapter II to review the literature
related to this study. Since this study concerned the atti-
tudes of prospective teachers toward youth as measured by the
MTAI, the related studies reported in this chapter are studies
pertaining to attitudes of teachers toward youth* It is
recognised that every study of attitudes and teacher education
Is related to this study? but since this study was specifically
concerned only with one aspect of the attitude of teachers
toward youth, the related literature is presented in this
chapter as followss <l) validation studies of the MTAI,
(2} studies of predictive value of the MTAI, (3) studies of
changes in MTAI scores of teachers* and (4) studies of the
relationship of the MTAI to other instruments.
Validation Studies of the MTAI
The HTAI was published in 1951; and, since the publication,
several validation studies of the MTAI have been reported.
Leeds (22) conducted an investigation of the validity of the
MTAI In 1951* This study was made for the purpose of reaffirm-
ing the earlier findings on the validity of the MTAI by re-
peating the procedures originally used in a different setting
20
21
as to place and time. Leeds used one hundred teachers,
unaelected as to relationship with pupils. Leeds' study
lent further support to the original research. He found
that (1) there was little relationship between attitude
scores and the personal factors of age, sex, training,
nationality, teaching experience, marital and parental status,
grade level, subject taught, size of school system, and liking
for teaching. Except for age and experience, which showed
small negative correlation®, the teacher most disliked by
pupils was characterized by the latter as being of a mean
disposition. Girls reacted more favorably toward their
teachers than did the boys* Fuplls receiving higher grades
reacted more favorably toward the teachars. Regardless of
sex or of grade received, there was very evident agreement
among pupils as to which teachers were liked or disliked.
Clarke (4) made a study, in 1955, of the validity of
the MTAI to determine if a knowledge of the attitudes of a
teacher, as measured by the MTAI, would provide some indi-
cation of the probable success of the teacher as a directing
teacher. Data were derived from four sourcesi (l) scores
of 149 directing teachers on th® MTAI; (2) change in MfAX
scores of 149 interna; (5) a rating scale developed for
coordinators to rate the performance of directing teachers;
and (4) a questionnaire developed to obtain data relative
to the professional background of directing teachers. The
22
finding* of this study were (l) the change In attitudes of
Interns was la the direction of the attitudes of the cooper-
ating teaoher8 in a majority of the cases, (2) the evidence
available in the study would not aupport the conclusion that
a knowledge of the attitudes of a teacher would provide the
baaia for confidently predicting how successful the teacher
would serve as a directing teacher, (3) a knowledge of the
attitudes of a student teacher should be given consideration
in selecting the directing teacher to whom the student teacher
is to be assigned, aid (4) the MfAI can be used to aid In
determining the directing teacher to whom a particular stu-
dent should be assigned with respect to the attitudes of the
directing teacher and the intern#
Cook and others (8) reported a validation study of the
MTAI in 1958# This study of teacher attitude! concerning
pupils, as measured by the tfXAX, was conducted in an effort
to ascertain significant factors in teachers' classroom
attitudes# fhe factors differentiated for study were (1)
the differences in teacher attitudes as related to the type
of teacher-education institution attended, (8) the amount of
education related to teacher attitude, (5) the teacher's
attitudes related to the subject taught, (4) the teacher-
pupil attitude® of secondary school teachers as related to
nonproaotion rates, (5) MTAX scores a® related to pupils1
ratings of secondary school teachers, and (6) MTAX scores
23
of pupils as related to their selection of teaching as a
vocation. Thaae factors were converted into a questionnaire
which was sailed to teachers. It was found that (1) the type
of teacher education institution, attended was strongly re-
lated to teacher-pupil attitudes, (2) elementary school
teachers with four years of college education made attitude
scores more than twice as high as te&chcrs with only two
years of college preparation, (3) average scores varied
with the subject field taught in high school, (4) secondary
school teachers with low scores on the M A I consistently
tended to have high rates of pupil failures, (5) fifty high
school teachers beat liked by their pupils made MIA I scores
more than twice as high as fifty teachers liked least, and
(6) high school seniors who chose teaching as a future vo-
cation made 1ST AI scores averaging 25} pupils who chose other
work averaged only 2 on MIAI scores* The results of this
study suggest that the attitudes of teachers toward children
reflect a lack of understanding of the principles of child
development and child behavior#
Scott and Br ink ley (35) investigated the validity, pre-*
dlctlve and concurrent, of the MTAX for student teaching*
The predictive validity study focused on the question, "To
what extent will the attitudes of student teachers toward
pupils prior to student teaching predict the personal relations
with pupils they actually establish during student teaching?"
24
The concurrent validity study was concerned with the question,
8fo what extent are attitudes toward pupils e.xpre®sed by
student teachers during student teaching accompanied by the
establishment of corresponding personal relations with pupils?8
The study of attitude changes employed three seta of data*
(I) IITAX scores of student teachers obtained within ten daya
prior to student teaching} (2) MTAX scores of their super-
vising teachers obtained early In the student-teaching periodj
and {$) Iff AX scores of student teachers within two or three
days after completion of student teaching. The group of
student teachers working with supervising teachers whose a t t i -
tudes toward pupils were superior to their own improved sig-
nificantly In their attitudes toward pupils during student
teaching. The group working with supervising teachers whoa#
attitudes were inferior to theirs did not change significantly
In their attitudes toward pupils during student teaching. It
was concluded that the MTAX had neither predictive nor con-
current validity.
Stein and Hardy (37) made a study, In 1957, of the
validity of the IITAX. Their study was to examine the validity
of the MT&I under Manitoba conditions, in order to determine
whether or not the application of the Inventory in Manitoba
warranted establishing norma for its use in local situations*
The difference In Manitoba conditions and conditions under
which the original research was conducted was primarily a
25
geographic difference and a difference in the teacher-education
institutions. The subjects were student teachers selected
randomly froo two teacher-training Institutions in Manitoba.
The MTAI was administered to the student teachers prior to
their practice teaohlng In the public schools. After two to
three weeks, a random sample of fifty student teachers was
drawn for each of two groups. A second random sample of the
student teachers waa drawn after a three-week period of
praotice teaching in the secondary schools. It was found
that (1) the MTAI differentiated significantly among grade
levelsj (2) no significant difference existed between the
attitudes of Catholic® and Protestants as measured by the
ifi'Alj (5) there appeared to be a positive relationship between
scholarshlp»leadership attainment and MTAI scoresj (4) there
was no relationship between the intelligence of the student
teacher as measured by the AGE and teacher attitude as
measured by the MTAIj (5) MTAI scores correlated signifi-
cantly and negatively with their score on the Ta scale {a
proposed teacher-attitude scale for the MMPI)j (6) MTAI scores
were unaffected by age or teaching experience? (7) MTAI did
not discriminate significantly between teachers taking "off*
campus* courses In educational method and theory, and teachers
from the general population of Greater Winnipeg areaj and (3)
a highly significant difference was observed between teacher®
who had completed a course in mental hygiene and teachers who
had taken other "off-campus* courses in education.
26
Studies of Predictive Value of the MAI
Various studies of the predictive value of the MTAI have
been reported since the publication of the MTA2 in 1951.
Gallia (2) conducted a study, in 1955, of the efficiency of
a measuring Instrument to predict the ability of a teacher
to effect harmonious interpersonal relation® in the class-
room. This study could also be classified as a validation
study because it is designed to measure the same aspect of
the teaching personality as the original research in the
development of the JifTAI. Specifically* the problem of this
study wasj How well will the IK'AI predict Interpersonal
relations in the olaasrooat The criterion was obtained from
three estimates of this relationship from different sources.
First source was the students in the classroom. The second
evaluation of th® classroom relations was made by two ob-
servers from the research team* The MTAI, Form A, was
administered to each teaeher in the study. The relationship
was determined between the itTAi and each of the three ®sti«
mates of the criterion, and the ooatoined criterion. Th®
results of this study are, in general, similar to the studies-
conducted by Leeds.
Kearney and Roochio (20) studied the value of the MTAI
in counseling prospective teaohers. Th® purpose of this
study was to answer the following question: Are teaoher-pupil
attitudes as measured by the MTAI related to the selection
27
of a vocational objective when administered to high school
seniors? The saaple In this study was obtained by selecting
the senior classes of four high school® of the Saint Paul
Public Schools, the conclusion was that scores on the MEEAI
give a measure of a most important factor in the cluster of
characteristics that go to make up the good teacher.
3« Case, Arthur Pulton, "A Comparative Analysis of the Expressed Attitudes of Elementary Kduoation Students, Their University Instructors, and Their Supervising Teach-ers toward Pupil-teacher Relations As Measured by the Minnesota'Teaoher Attitude Inventory,8 Dissertation
a Ms>9-mor: mE 1 * 4. Clarke, Alfred T., "A Study of the Validity of the Minne-
sota Teacher Attitude Inventory As an Instrument to Xld in the Selection of Directing Teachers,* Disser-tation Abstracts, XVI (1956), 1404*
8. Cook, Walter i., and Leeds, Carroll H., "Meaiiuritig the Teaching Personality," Bduoatlonal and Psychological Measurement. VII (Summer, 104?), '39*§"-"l0§. "
6. Cook, Walter W., and Medley, Donald M«, "The Relationships between MTAI Scores and Scores on Certain Scales of the m i , * -(February, the MMPI,* Jrogrnal^of^A||lled Psychology, XXXIX
8. Cook, Walter f«, and others, "Significant Factors in Teachers' Classroom Attitude®,11 Journal of Teacher Education, VII (September, 1966), 274-2717
9» Cook, Walter W., and others, "Studies of Predictive Validity of the MTAI," Journal of Teacher Education, VII (June, 1966), 187-172^ ' ~~
42
4®
C HA FT BR BIBLIOGRAPHY—Contlnued
10# Darrow, Harriet Driskell, "The Effects of a Participation Program on the Attitudes of Prospective Teaohers at Indiana State Teachers College," Teachers Oollej?® Jourami. XXXI (Hovember, 1959), 1TORH
11. Day, Harry P., "A Study of Predictive Validity of the Minnesota Teacher Attitude Inventory." Journal of Sdueatlonal Research, £l'll September, 195&),sfcsa.
IS» Delta, Plana 0. M., and Gag®, M. L., "Pupils' Values and the Validity of the Minnesota Teacher Attitude In-ventory," Journal of Educational Psychology, XLfl (March, 1955), 167-1787
13. Downl®, W. M., and Bell, C. R., wThe MTA1 As an Aid In the Selection of Teachers,* Journal of Educational Research^ XLVI Clay, 1955), 698-7(54,
14. Dunham, Barrell R., "A Comparative Analysis of the Atti-tudes of Student Teachers, Their Supervising Teachers, and Their College Supervisors toward Youth," un-published dootorai dissertation. School of Education, Indiana University, Blooalngton, 1958,
15. Fuller, f&lleabeth, "The Use of Teacher-pupil Attitudes, Self-rating, and Measures of Oenerai Ability in the Pre-aervice Selection of Nursery-school-kindergarten-prlmary Teacher®,8 Journal of Educational Research, XLIV (April, 1951), 675-686*:
16. Hooker, William Douglas, *A Study of G#rtatn; Personal Characteristics and Attitudes of Full-time and Part-time Student Teachers and Certified Beginning Teach-ers," Dissertation Abstracts. XX (19S9-196G), 2677.
17. Kearney, W» C., and Hooohio, P. D., "Relation between a Teacher Attitude Inventory and Pupils' Rating of Teachers," School Review. LXIII (Soveaber, 1956), 443-44®. ~
18. Kearney, W. C., and Rocchio, P. D., "Teacher-pupil Attl* tude As Related to Nonpromotlon of Secondary School Pupils,* m ^ ^ l o m l a M Psycholpfilcal Measurements. XVI (Summer, 1956),244-252.
44
CHAPTER BIBLIOGRAPHY—Continued
19. Kearney, W. C., and Rocchio, P. I). , "Using an Attitude Inventory In Selecting Teaohers," Kleaieatary School Journal. LVI (October, 1965), 76-751
20# Kearney, 1. C., and Rocchio, F. D., "Using the Minnesota Teacher Attitude Inventory in Counseling Prospeol u
21. Leeds, Carroll H., "A Scale for Measuring Teacher-pupil Attitude* and Teacher-pupil Rapport," Psychological Monographs; general and Applied. Vol. XLIV, No. 6 (Whole Ho. 3i2), Amerioan Psychological Association, Washington, D. C., I960.
22. Leeds, Carroll H., "Second Validity Study of the fitt'AI," Elementary School Journal, LII (March, 1952), 398-405.
23. Leeds, Carroll H., and Cook, Walter W., "Construction and Differential Value of a Scale for Determining Teacher-pupil AttitudesJournal of Experimental Education, XVI (December, 1947j, 149-W9.
24. Loy, Herbert M., "Changes of Students during Student Teach-ing in Attitudes toward Teaching and Pupils and in Constructive Use of Principles of Behavior," Disser-tation Abstracts» XV (1965), 1210.
25. Oelke, Merrltt, "Changes in Student Teachers* Attitudes toward Children during Initial Teaching Experiences," Dissertation Abstracts. XIII (1953), 1093.
27. Riccio, Anthony C., and Herman, J. Peters, "The Study of Values and the Minnesota Teacher Attitude Inventory," Educational Research gullettn. XXXIX (April 13. I960), XOX«»X05*
28. Robinowits, William, and Kosenbaum, Ira, "Teaching Experi-ence and Teachers' Attitude," Elementary Sohool Journal. LX (March, 1960) , 313-SI&.
m
CHAPTER BIBLIOGRAPHY—Contlnued
29. Rodgers, V. R., and Smith, J. A., "Professional Attitudes of Students In an Intensive Teacher-training Program,* Elementary School Journal. LVII (November, 1956), 100-101.
50. Sandgreen, Donald L., and Sohmldt, Louis G., "Does Prac-tioe Teaching Change Attitudes toward Teachingf® Journal of Educational Psychology. XLIV (April, 1953), 2*0 * 21^.
51, Sanford, Alphens, "The Practice Teaching Experience and It® Bffect on Cadet Teachers' Attitudes toward Pupils," Dissertation Abstracts, IX (1959-1900), 2212.
32. Schrupp, Manfred H., and Gjerde, Clayton M., "Teacher Growth in Attitudes toward behavior Problems of Chil-dren, " Journal of Educational Psychology. XLIV (April, 1953), 203-214.
33. Scott, Owen, and Brlnkley, Sterling G., "Attitude Changes of Student Teachers and the Validity of the Minnesota Teacher Attitude Inventory," Journal of Educational
"tTTAprll, 1960), 76-81.
34. Shaw, Jack, and others, "Changes Occurring In Teacher-pupil Attitudes during a Two-weeks Guidance Workshop," Journal of Applied Psychology. XXXVI (October, 1952), 304-506.
35. Stafford, Kenneth R., "The Minnesota Teacher Attitude Inventory Scores of Negro and White Fifth-year Stu-dents in the Arkansas Experiment in Teaoher Education,"
65^654 ° f S d U 0 a t l 0 n a I R e a e a r o h ' L I 1968),
36. Standlee, Lloyd S., and Popham, James W., "The HTAI As a Predictor of Over-all Teacher Effectiveness,® Journal of Educational Research. LII (April, 1959). 319-320.
37. Stein, Harry L., and Hardy, H. James, "A Validation Study of the Minnesota Teaoher Attitude Inventory in Manl-
Jcmrnal of Educational Research. L (January. 1987) $ 321*533* '
CHAPTER III
METHODS AND PRCCSDtJRSS
The purpose of this chapter is to relate the methods
arid, procedures utilized in comparing the attitudes of two
groups of prospective teachers toward youth* fhe methods
and procedures are presented in this chapter as followss
(1) selection of the problem, (2) administration of the MAI,
(5) selection of the two groups of prospective teachers, and
(4) etatistical treatment of the data.
Selection of the Problem
Beginning in the fall semester of 1958, North fexas
State College offered two plans for seoondary school student
teaching. The first was a continuation of the plan used
previously; the second was a new plan offered to students
for the first time. Students who qualified to enroll for
student teaching under the new plan were permitted to partici-
pate in student teaching full-time in a public secondary
school for the first nine week® of the professional semester,
followed by a sequence of professional education courses on
campus during the second nine weeks. Student teaching under
the alternate plan was available during the last nine weeks
of the professional aeiaeater and was preceded by a sequence
2. Cook, Walter W., and Leeds, Carroll H», "Measuring the Teaching Personality,1* educational and Psychological Measurement, VXI (Sumner,' 1947}, S9$»409.
3. Cook, Walterj Leeds, Carroll H»; and Calli®, Robert, Manual. Minnesota Teacher Attitude Inventory. lew York, 'The Psychological Corporation, 1951*
4. Cook, falter f.j Leeds, Carroll H* j and Callis, Robert, "•Predicting Teacher-pupil Relations," The Evaluation of Student Teaching:, Yearbook of the Association Tor Student Teaching, State Teacher® College, Look Haven, Pennsylvania, 1949.
5. Leeds, Carroll H., "The Construction and Differential Value of a Scale for Determining Teacher-pupil Attitudes," Journal of Experimental Idueation, XVI (Deoember, 1947), 149-159.
6. Leeds, Carroll H., "A Scale for Measuring Teacher-pupil Rapport," Psychological Monographs: General and Applied. Vol. XL*V, Ho. 6 (Whole No. 3ltJ7™AmiHcEn Psychological Association, Washington, D« C., 1950.
7• McNemar, Qulnn, Psychological Statistics* New York, John Wiley and Sons, Inc., ISsFI
33
GMffSft 3?
f-tmummum AMB JWM®XS OF mm
Ttm purpose of this chapter is to present the data
colleeted and to wake a statistical analysis of those data..
ttm data were collect*# by ttdtatalfiterlng the KTAI to
the two selected groups of proapeotive t®s®h»r# at three
dif f«rent tim& during the professional semester of their
teacher~edttoation program* the first administration of the
MTAX ooourred at the beginning of the profesaional seoester.
The JCFAX wat administered for the second time after the first
nine wee Ice of the profeaalon&l semester, The two group# vers
•dnlnlatered the KTAI for the third tine at the conclusion
of the professional senester*
Individuals la 3roup I were matched with individuals
from Oroup IX according to individual MTAX scores and
subject-Matter field. The munerical coaposition of the
aeleoted groups of prospective teaohera by sex and teaching
field ia shewn in Table X«
There was a total of 50 proapeotive teaohera in each
group, thereby resulting in 52 aatohoa pairs. There were
Allport, a, W., "Attitude," Handbook of Social Psychology, edited by C» Murchison, Woreester, Massachusetts, Clark University Press, 1935.
Arnold, Dwight L., "The Minnesota Teacher Attitude Inventory," The fourth Mental Ifaaaureaenta" YearWofc,'edited by Oscar Krisoh Buros, Highland Park, ew Jersey, Gryphon Press,
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Artie les
Callia, Robert, "Change in Teacher-pupil Attitudes Related to Training and Experience," Educational and Psycho-logical Measurement, XIX (Winter," I0&5), 718-^27.
Callis, Robert, "The Efficiency of the Minnesota Teacher Atti-tude Inventory for Predicting Interpersonal Relations in theCTassrooBM,* Journal of Applied Psychology. XXXVII (April, 1953), 82^5FT
Cass, Arthur Pulton, "A Comparative Analysis of the Expressed Attitudes of Elementary Education Students, Their Uni-versity Instructors, and Their Supervising Teachers toward Pupil-teacher Relations As Measured by the Minnesota Teacher Attitude Inventory," Dissertation ate*tracts, XX (1959-1960), 1278,
Clarke, Alfred T., "A Study of the Validity of the Minnesota Teacher Attitude Inventory As an Instrument to Aid In the Set eo11on of Directing Teachers," Dissertation Ab-stracts, XVI (1956), 1404. ' ^ '
95
90
EIBLIOSMFH]f--Gontlnued
Cook, Welter W», and Leeds, Carroll K., ^Measuring the Teach-ing Personality,® Eduoatlonal and Psychological Measure-raent, ¥11 ( S u m m e r 1 9 4 ^ ) , .
Cook, Walter, end Medley, Donald M., "The Relationships be-tween M£AI Scores and Scores on Certain Seal®® of the MMP1,® Journal of Applied Psychology, XXIXX (February, 1065, ™ —
Cook, Waiter W.t and others, "Significant Factor® In Teach-ers' Classroom Attitudes,® Journal ojt Teacher Education. ¥11 (September, 1966), 274-2T0T
"Studies of Predictive Validity ' of the MAI," Journal of Teacher Education, ¥11 (June, 1956), 167-172.
Day, Harry P., "A Study of Predlotive Validity of the Minne-sota Teacher Attitude Inventory," Journal of Educational lie'searo'S, ' L'XJY' '(September, 19S9), $7°-$'8•"""
Delta, Plana 0. M., and Gage, M. L., "Pupils' Values and the Validity of the Minnesota Teacher Attitude Inventory," Journal of Educational Psychology, XI.VI (Miaroh, 1955), 1&7-17#.
Pownle, 1» M», and Bell, C. K., "The MTAI As an Aid In the Selection of Teachers," Journal of Educational Research, XLVI (May, 1953), 699-70?;
Fulstra, Clarence, "Supervisory Practices Which Student-teachers Consider Most Helpful," Educational Adminis-tration and Supervision, XXVIII (1942), 556-546.
m
BIBLIOGRAPHY—Cont lnued
Gage, I. L.# and Suci, Oeorge, "Social perception s M feaoher-pupil Halationship," Journal of Bduoatlonal Psychology. XLII (March, 1981), 144-152.
Hooker, William Douglas, "A Study of Certain Personal Charac-teristics and Attitudes of Full-time and Part-time Student Teachers and Certified Beginning Teachers," Dissertation Abstracts,, XX (1969-1980), 2677.
Kearney, W. C., and Roeohlo, P. D., "Relation between a Teacher Attitude Inventory and Pupils' latin® of Teachers," School Review, LXXII (Ifaveatoer, 1965), 433-445.
, "Teacher-pupil Attitude As Related to tfon-promoilon of Secondary School Pupils," Educational and Psychological Measurements, XVI (Summer, BiWf, Mi-'alir ' —
, "Using an Attitude In-~~ ventciry in Selecting Teacher's," Elementary School Journal,
LVI (October, 1955), 76-78. " ~~
, "Using the Minnesota Teacher Attitude Inventory in Counseling Prospective feacSrs'." ''"fera'on'hef'"'iS*''guidance Journal, XXXIV (Hovember, ,u 'tl 9*^110.
Leeds, Carroll Henry, "Second Validity Study of the MTAI," Elementary School Journal, LII (March, 1952), 398-405.
Deeds, Carroll Henry, and Cook, Walter W., "Construction and Differential Value of a Scale for Determining Teacher-pupil Attitudes," Journal of Experimental Education, M I (December, 1647), 14&-IS9. ' """
Doy, Herbert M», "Changes in Students during Student Teaching in Attitudes toward Teaching and Pupils and in Construc-tive Use of Principles of Behavior,8 Dissertation Ab-stracts, XV (1955), 1210. * ^ ^
Oelke, Merritt, "Changes In Student Teachers * Attitudes toward Children during Initial Teaching JSxperiences," Dissertation Abstracts. XXXI (1953), 1093.
98
BIBLI03KA Plfif'-Contlnued
Riccio, Anthony Q,t and Herman, J. Patera, "The Study of Values mid the Minnesota Teaohar Attitude Inventory.8 Educational Research jButletin, XXXIX (April 13, I960), 101-105. ~
Roblnowita, William, and Roaenbaum, Ira, "Teaching Experience and Teachera' Attitudea," Sleiagntary School Journal, LX (March, 1960), 315-3113.
Rodgera, V. R., and Smith, J* A., "Professional Attitudes of Students in an Intensive Teacher-training Program," Elementary School Journal, LVII (November, 1956), 100-lot* ' '
oandgreen, Donald L., and Schmidt, Louis G., "Does Practice Teaching Change Attitudes toward Teaching?" Journal of Educational Research, XLIX (May, 1956), 675-696,
Sanford, Alphena, "The Practice-teaching Experience and Ita Effect on Cadet Teacher Attitudea toward Pupils," Dissertation Abatracta, XX (195 9-1960), 5212.
Schrupp, Manfred H., and Ojerde, Clayton !», "Teacher Growth in Attitudea toward Behavior Problems of Children," Journal of Educational Psychology. XLIV (April, 1955),
Scott, Gsen, and Brinkley, Sterling G., "Attitude Change* of Student Teachers and the Validity of the llnneaota Teaoher Attitude Inventory* Journal of Educational Payohoiogy."'Apr'i'l.' I9&Q), ^6-81.
Shaw, Jack, and others, "Changes Occurring in Teaoher-pupll Attitudea during a Two-weeks' Guidance Workshop," Journal of Applied Psychology. XXXVI (October, 1952), 504-506.
Stafford, Kenneth R., "The Minnasota Teaoher Attitude Inventory Scores of Negro and White Fifth-year ktu&enta in the Arkansas Experiment In Teacher Education,® Journal of Bducatlonal Research, LII (April, 1958), 655-654.
Stand lee, Lloyd 8*, and Popham, Jan®® W., "The 3ITAI As a Pre-dictor of Over-all Teacher Effectiveness," Journal of Educational Research. LII (April, 1969), 519-520.
M
BIBLIOGRAPHY—Continued
Stein, Harry L., and Hardy, H. James, "A Validation Study of the Minnasota Teacher Attitude Inventory In Mani-toba," Reaaarefa, L (January, 1957 ), iIT3Si.
Thurstone, L. L., "Theory of Attitude Measurement," Psycho-Review, XXXV1 (1929}, 222-241.
Publications of Learned Organisations
Cook, Walter W., and others, "Predicting Teacher-pupil Re-lations,The Evaluation of Student Teaohlng, Yearbook of the Asaociation for Student Teaching, State Teachers Collage, Look Haven, Pennsylvania, 1949#
Leeds, Carroll II., *A Seal® for Measuring Teacher-pupil Rap-
?ort,* Fayohological Monograph*i General and Applied, ol, XLXV, tfo. 6 (Whole MO. 312), ATOrioan'Taycnologica 1
Association, Washington, D. C., 1950.
Bulletins and Manuals
Cook, Walter W.j Leeds, Carroll H.; and Callis, Robert, Manual, Mlnnesota Teacher Attitude Inventory, New York, The )?syobologioal Corporation, 1951 •
Horth Texas State College, Bulletin of Worth Texas State College, Ho* 285, Denton, f®xfia7"lWT*
Unpublished Materials
Dunham, Darre11 R., nA Comparative Analysis of the Attitudes of Student Teachers, Their Supervising Teaohera, and Their College Supervisors toward Youth," unpublished dootoral dissertation. School of Education, Indiana University, Bloomington, 1958.
Latham, James Lee, "An Analytical and Descriptive Technique for Rating Student Teaohera,* unpublished doctoral dissertation. School of Education, Horth Texas State College, Denton, Texas, 1957.
100
BIBLIOGRAPHY—C outinued
Osmon, Rot>@rt ?snee, "Associative Factors in Changes of Student Teachers' Attitude during Student Teaching," unpublished doctoral dissertation, School of Education, Indiana University, Bloomington, I960.