The Relationship Between Pupil Control Ideology and Observed Leader Behavior of Public Secondary School Teachers PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Relationship Between Pupil Control Ideology and Observed Leader Behavior of Public Secondary School Teachers PDF full book. Access full book title The Relationship Between Pupil Control Ideology and Observed Leader Behavior of Public Secondary School Teachers by Jon S. Ferguson. Download full books in PDF and EPUB format.
Author: Jon S. Ferguson
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
Get Book Here
Book Description
Author: Jon S. Ferguson
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
Get Book Here
Book Description
Author: Gene Erwin Rexford
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Get Book Here
Book Description
Author: Tanya Lynn Shippy
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 318
Get Book Here
Book Description
Problem. Unless students are able to self-monitor, self-assess, and self-regulate their behavior, there is little likelihood that they can successfully transfer appropriate behaviors to different academic and social situations. Students must develop the skills to internally monitor what they say, how they act, and how they learn. This study addresses the need for an approach to dealing with student behavior that cultivates a learning environment in which students can experience an increase in achievement and gain the skills necessary to self-monitor and regulate their academic and social behavior. Purpose. The purpose of the study was to explore relationships among teachers' pupil control ideology, teachers' pupil control behavior, students' self-regulating behaviors, and students' achievement. Six specific research questions were developed for study: (1) What is the relationship between teachers' pupil control ideology and achievement, as measured by the MMAT, for elementary students in the intermediate grades (3-5)? (2) What is the relationship between teachers' pupil control behavior and achievement, as measured by the MMAT, for elementary students in the intermediate grades (3-5)? (3) What is the relationship between teachers' pupil control ideology and their pupil control behavior? (4) What is the relationship between teachers' pupil control ideology and students' self-regulating behaviors? (5) What is the relationship between teachers' pupil control behavior and students' self-regulating behaviors? (6) What is the relationship between students' self-regulating behaviors and their achievement, as measured by the MMAT? Procedures. The subjects studied included 40 teachers and 880 students in four elementary schools in a suburban public school district in the Kansas City Metropolitan area. Teachers completed the Pupil Control Ideology Form. Each student in the 40 classrooms completed the Pupil Control Behavior Form and a questionnaire on self-regulating behaviors. Using product moment correlation coefficient application, six hypotheses designed to address the research questions were tested for significance at the.05 and.01 level. Results. A significant relationship was found between teachers' pupil control ideology and teachers' pupil control behavior, which supports the results of an earlier study (Helsel & Willower, 1974). In addition, a significant relationship was found between teachers' pupil control behavior and students' self-regulating behaviors. This may suggest that in classrooms where the teacher behavior toward pupil control (discipline) is more humanistic, students are more likely to use self-regulating behaviors. It may also suggest that in classrooms where students are less likely to use self-regulating behaviors, the teacher behavior toward pupil control is more custodial. However, there was no significant relationship found between: teachers' pupil control ideology and student achievement; teachers' pupil control behavior and student achievement; teachers' pupil control ideology and students' self-regulating behaviors; or students' self-regulating behaviors and student achievement.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
Get Book Here
Book Description
Author: Norman J. Boyan
Publisher: Longman Publishing Group
ISBN:
Category : Education
Languages : en
Pages : 792
Get Book Here
Book Description
This definitive guide to research findings, results, and conclusions in educational administration assesses and evaluates the major areas of thought and inquiry prevalent in the field over the past thirty years.
Author: Frederick C. Lunenburg
Publisher: Ginn Press
ISBN:
Category : Education
Languages : en
Pages : 140
Get Book Here
Book Description
Author: Maurice Eugene Browning
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Ronald L. Lankford
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
Get Book Here
Book Description
Author: Donald J. Willower
Publisher:
ISBN:
Category : Role expectation
Languages : en
Pages : 80
Get Book Here
Book Description
Author: Lacey Lamb Wynn
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 442
Get Book Here
Book Description
The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools
