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A study to compare the relative importance that teachers and administrators place upon selected...
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A study to compare the relative importance that teachers and administrators place upon selected statements related to teaching.
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Description
Author
Mines
,
Kyle
C
.
Title
A
study
to
compare
the
relative
importance
that
teachers
and
administrators
place
upon
selected
statements
related
to
teaching
.
Degree Program
Education
Administration
Abstract
The
purpose
of this
study
was to
compare
the
relative
importance
that
teachers
and
administrators
place
on
selected
statements
relating
to
teaching
. An
inventory
was
developed
containing
forty-one
statements
relating
to
selected
abstracts
of
teaching
. The
items
of the
inventory
were
divided
into
eight
groups
:
(1)
content
priorities
;
(2)
classroom
control
;
(3)
instructional
arrangement
;
(4)
student
evaluation
;
(5)
personal
characteristics
of the
teacher
;
(6)
goals
of
education
;
(7)
creativity
in the
classroom
; and
(8)
the
learning
process
.
One
hundred
and
fifty-nine
teachers
and
thirty
administrators
from
three
selected
western
Kansas
schools
completed
the
inventory
in the
fall
of
1974
and from these
data
nine
comparisons
were
made
.
Nine
comparisons
were:
1
.
Administrators
vs
.
teachers
;
2
.
Administrators
vs
.
teachers
(academic)
;
3
.
Administrators
vs
.
teachers
(non-academic)
;
4
.
Teachers
(academic)
vs
.
teachers
(non-academic)
;
5
.
Teachers
(academic)
vs
.
teachers
(elementary)
6
.
Teachers
(elementary)
vs
.
teachers
(non-academic)
;
7
.
Teachers
(1-
5
years
experience)
vs
.
teachers
(6-10
years
experience)
;
8
.
Teachers
(6-
10
years
experience)
vs
.
teachers
(11
yea
r
s
experience
and
over)
; and
9
.
Teachers
(1-5
years
experience)
vs
.
teachers
(11
years
experience
and
over)
.
Sub-groups
of
teachers
and
administrators
were
found
to
mark
statements
with
varying
degrees
of
magnitude
. The
following
depict
the
most
salient
findings
of this
study
:
Concerning
the
category
content
priorities
:
1
.
Administrators
and
elementary
teachers
are in
complete
agreement
on
all
five
statements
.
2
.
Administrators
and
teachers
of
academic
subjects
agree
that "
academics
"
is
a
high
magnitude
statement
.
Administrators
also
rank
"
self
awareness
" a
high
magnitude
statement
and
teachers
of
academic
subjects
rank
it
a
medium
magnitude
statement
.
3
.
Teachers
of
non-academic
subjects
do
not
agree
with the
administrators
'
high
ranking
of the
statement
"
child's
interest
activities
"; they
rank
it
as a
medium
magnitude
statement
.
4
.
Teachers
of
non-academic
subjects
rank
"
future
occupation
activities
" as a
medium
magnitude
statement
while
administrators
and
all
other
sub-groups
of
teachers
rank
it
a
low
magnitude
statement
.
Concerning
the
category
goals
of
education
:
5
.
Administrators
and
elementary
teachers
agree
that "
social
development
"
is
a
high
magnitude
statement
, but
[they]
are not in
agreement
on the
statement
"
emotional.
"
Administrators
rank
the
statement
medium
and
elementary
teachers
rank
it
high
.
6
.
Administrators
and
teachers
of
academic
subjects
rank
"
career
development
" as a
medium
magnitude
statement
while
all
other
subgroups
rank
it
a
low
magnitude
statement
.
7
.
Administrators
and
teachers
of
academic
subjects
rank
"
social
development
"
high
but
teachers
of
academic
subjects
also
rank
"
academic
" and "
emotional
"
development
high
while
administrators
rank
them as
medium
magnitude
statements
.
8
.
Administrators
and
teachers
of
non-academic
subjects
agree
that "
social
development
"
is
a
high
magnitude
statement
, but are not in
agreement
all
the "
academic
" and "
emotional
"
development
.
Administrators
rank
them as
high
and
teachers
of
non-academic
subjects
rank
them as a
medium
magnitude
statement
.
9
.
Secondary
teachers
assigned
to
academic
and
nonacademic
subjects
see
the
goals
of
education
"
academic
" "
social
" and "
emotional
"
development
as
all
high
magnitude
statements
and
administrators
see
only
"
social
"
development
as a
high
magnitude
statement
and "
academic
" and "
emotional
"
development
as
medium
magnitude
statements
.
Concerning
the
category
instructional
arrangement
:
10
.
Secondary
teachers
indicate
that "
up
front
teaching
"
is
a
priority
while
elementary
teachers
and
General
administrators
prefer
"
individualized
instruction
" and "
small
group
interaction
. "
11
.
Administrators
and
elementary
teachers
view
teaching
more
congruently
than
administrators
and any
other
group
of
teachers
.
12
.
Even
though
some
trends
can
be
cited
there
appears
to be
no
clear
cut
differentiations
running
through
the
findings
of this
study
,
thereby
adding
to the
confusion
that
exists
in
teacher
evaluation
.
Date Original
1975
Publisher
Fort Hays State University
Relation
Digital reproduction of the Fort Hays State University Theses Collection.
Type
Text
Format
application/pdf
Identifier
MinesKyle_1975_web.pdf
Source
LD2652 .F5 E315 M56 1975
Language
eng
Relation-Requires
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http://get.adobe.com/reader/.
Rights
Copyright 1975 Kyle C. Mines
Access Requirements
Off campus access to Forsyth Library Resources -
http://www.fhsu.edu/library/electronic/off-campus-access/
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