Date of Award
5-1-1976
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Abstract
Problem: The purpose of this study was to examine relationships among teacher and pupil self-concept and pupil reading achievement at the first grade level. To accomplish this purpose pupil self-concept and pupil reading achievement were measured on a pre and post basis. Teacher data comprised of scores of teacher self-concept, teacher's views of the teaching profession, and teacher's views of children as students were also obtained. Attention was given to determining whether changes in the pupils' levels of self-concept had taken place during the school year, whether any exhibited changes in pupil self- concept correlated to changes in pupil reading achievement, and whether a relationship existed between changes in either pupil self-concept or pupil reading achievement and the obtained teacher data.
Procedure: The research was conducted in Minnesota Independent School District #318, with administrative offices based in Grand Rapids, Minnesota. The research population for this study was comprised of 239 first grade pupils of this school district and the 17 teachers assigned to them.
The following four hypotheses were proposed and tested: 1. No significant relationship will exist between change in pupil self-concept and change in pupil reading achievement. 2. No significant relationship will exist between teacher j self-concept and: (a) change in pupil self-concept, (b) change in pupil reading achievement. 3. No significant relationship will exist between teacher's views of the teaching profession and: (a) change in pupil self-concept, (b) change in pupil reading achievement. 4. No significant relationship will exist between teacher's views of children as students and: (a) change in pupil self-concept, (b) change in pupil reading achievement.
Pupil self-concept was measured on a pre and post basis by administration of Self Observation Scales (SOS), Primary Level, Form A. Pupil reading achievement was measured on a pre and post basis through the administration of the following segments of Metropolitan Achievement Test (MAT), Primary I, Forms F and G, respectively: Word Knowledge; Reading, Section A—Sentences, Section B—Stories, items //14 through 21. Pretests were administered during the time period between September 25 and October 2, 1974. Posttests were administered during the time period between May 12 and May 16, 1975.
The Index of Adjustment and Values (IAV) served as a measure of teacher self-concept. In addition, four semantic differential instruments probed teacher views on the following topics: "Myself," "Myself as a Teacher," "The Teaching Profession," and "Children as Students." Teacher data were gathered during the spring of 1975.
The statistical procedures used in this study include the related t test, correlational analyses, and residual gain analyses. The .05 and .01 significance levels were used in the interpretation and evaluation of the findings. The .10 level of significance was also reported.
Conclusions: The major conclusions emerging from this study were the "following : 1. At the first grade level a positive relationship exists among changes in certain elements of pupil self-concept (SOS Self Acceptance, Social Maturity, and Self Security) and changes in pupil reading achievement. 2. Factors of teacher self-concept are related to changes in elements of self-concept of first grade pupils. 3. Elements of pupil self-concept related to reading achievement at the first grade level may not be the same as those elements of pupil self-concept related to teacher self-concept. 4. Teacher self-concept, teacher's views of the teaching profession, and teacher's views of children as students are positively related to change in pupil reading achievement.
Recommended Citation
Brantley, Verna L., "Relationships Among Teacher and Pupil Self-Concept and Pupil Reading Achievement at the First Grade Level" (1976). Theses and Dissertations. 2813.
https://commons.und.edu/theses/2813