Date of Award

8-1-1974

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

Problem: This study investigated selected aspects of teacher personality, teacher self concept, teacher creativity, and teacher perception of the ideal pupil. Attention was given to determining the nature and degree of the relationship between personality, self concept, creativity and perception of the ideal pupil among elementary school teachers.

Procedure: The research was conducted in the Great Falls, Montana Public Schools during the school years 1971-72 and 1972-73. The sample included elementary teachers completing two or more of the instruments used in the study, participating in a Title III, PACE project in-service program.

The following three research questions were proposed and treated:

1. Are there significant relationships between teacher personality factors and teacher self concept?

2. Are there significant relationships between teacher personality and teacher creativity?

3. Are there significant relationships between teacher personality factors and teacher perception of the ideal pupil?

The subjects included in the analysis of data consisted of 160 elementary school teachers.

Teacher personality was measured with the Sixteen Personality Factor Questionnaire (16PF). Teacher self concept was measured with the Tennessee Self Concept Scale (TSC). Teacher creativity was measured with the What Kind of Person Are You? Test (WKP). Teacher perception of the ideal pupil was measured with the Ideal Pupil Checklist (IPC).

The statistical procedures used included the canonical correlation and multiple regression analysis. The .05 and .01 significance levels were used in the interpretation and evaluation of the findings.

Conclusions: In summary, the following major conclusions emerged from this investigation:

1. Five teacher personality-teacher self concept behavior patterns were identified, each of which could account for a different teacher personality.

a. The apprehensive, sober, shy, and somewhat assertive teacher would be satisfied with how he sees himself, his behavior and his basic identity. He would not be satisfied with how he perceives his moral worth.

b. The happy-go-lucky, affected by feeling, less integrated, yet conservative teacher would not be satisfied with himself and have low feelings about his basic identity, yet, feel good about his personal worth, his relationships with others, his moral worth, and have feelings of adequacy as a family member.

c. The conscientious though less integrated teacher would be satisfied with his perception of himself, his basic identity, and the way he behaves, though not with his social interaction with other people and his moral worth.

d. The apprehensive though tranquil teacher has low self acceptance, does not like the way he functions and does not feel good about his basic identity.

e. The more intelligent, shy, assertive, and tough-minded teacher feels good about his moral worth, his social interaction with other people, and his value as a family member but is not pleased with his perception of how he functions, his basic identity or self acceptance.

2. It would appear that those teachers who score high on creative thinking abilities tend to be more submissive, practical, conservative, group-dependent, conscientious, shrewd, apprehensive, and controlled than their teacher peers.

3. It would appear that those teachers who score high on teacher tolerance of the creative pupil would be more conservative than their teaching peers.

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