Date of Award

8-1-1970

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Abstract

The purpose of this study was to investigate comparatively attitudinal change and satisfaction with student teaching of secondary student teachers in two different supervisory formats. A control group was supervised conventionally by periodic individual visitations of the college supervisor; the experimental project group participated in several half day seminars in lieu of regular classroom visitations. A subsidiary purpose was to assess the value of the Minnesota Teacher Attitude Inventory and college grade point averages as predictors of attitudinal change and satisfaction with student teaching.

The cample consisted of 47 subjects randomly selected from a population of 144 Winter Quarter 1969-70 secondary student teachers at Moorhead State College. 18 study subjects represented the project group and 29 conventionally supervised student teachers represented the control group.

Two hypotheses and four ancillary questions were designated to structure the investigation. Pre-student teaching MTAI scores were obtained for the entire study population by group testing during the regular orientation session prior to the commencement of student teaching. Post-test MTAI results were secured through the cooperation of college supervisors. Indices of relative satisfaction with student teaching were found by administering the Nichols Modification of the Aikman Inventory of SaLisfaction with Student Teaching to the subjects at the completion of student teaching.

Analysis of the data by the application of t-test and product-moment statistical procedures resulted in the following major findings:

1. There was a significant difference in attitude change toward teaching and children between the project and conventional groups during student teaching.

2. There was a significant decrease in the MTAI mean scores of the project group during student teaching.

3. There was no significant change in MTAI mean scores of the conventional group during student teaching.

4. There was no significant difference in satisfaction with student teaching between the two groups.

5. There was no significant correlation between MTAI scores and ratings of student teachers by supervisory classroom teachers.

6. There was a significant negative correlation in the control group between MTAI pre-student teaching scores and satisfaction with student teaching.

7. There was no significant correlation between MTAI post-student teaching scores and satisfaction with student teaching in the control group.

8. There was no significant correlation between either the MTAI pre-test and post-test mean scores of the project group and satisfaction with student teaching.

9. There was a significant negative correlation between satisfaction with student teaching of the project group and professional education grade point averages.

10. There was no significant correlation between pre- and post-student teaching MTAI scores of the control group and grade point averages in professional education.

Several conclusions were supported within the limitations of this study.

1. The attitudes of student teachers toward teaching and children became more negative during the student teaching experience as measured by the MTAI.

2. Tne type of supervisory format did not significantly affect the feeling of satisfaction with the professional student teaching experience of student teachers.

3. The MTAI w~ s not a useful instrument for predicting suudent teacher ratings of success or for predicting student teacher satisfaction with student teaching.

4. College grade point averages generally were not valid predictors of satisfaction with student teaching and student teacher attitudes toward teaching and children. Specifically, though, professional education courses grade point averages showed a significant inverse correlation with student teacher satisfaction.

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