Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Teaching & Learning


The study attempted to clarify the relationships between expressed attitude and observed teacher behavior. The purpose was to find positive ways of causing educators to incorporate cognitive and affective processes into their educational activities. At the same time, ways of meeting student needs in a confluent setting were sought.

The review of the literature provided relevant information already available through the efforts of other researchers. A multidiscipline approach in this review resulted in several conclusions:

1. Certain bio-self needs result in feelings that cause behavior.

2. Feelings and learning can be correlated so that behavior change takes place.

3. Learning without attendant positive feelings does not guarantee behavior change.

4. Learning without attendant positive feelings may result in attitude change as reflected verbal assessment.

5. Verbalized attitudes may not be positively correlated with behavior.

The study is based upon this last proposition. In an effort to analyze and clarify the question, 97 educators and a sample of their students were assessed on a pre and post basis with three affective instruments for each group. The population sampled, worked and studied at two elementary schools serving the children of United States Air Force personnel located at Grand Forks, North Dakota.

The instruments utilized in the study were the following: the Index of Adjustment and Values, the Ideal Child Checklist, the Philosophy of Human Nature Scale, the Self Appraisal Inventory, and the School Sentiment Index. The data collected through use of these instruments and resulting from special grouping (role, special training, age, background, and experience) was analyzed using the techniques of factor analysis, item analysis, t tests, and correlation coefficients.

Fifteen hypotheses were tested as part of the study and grouped into three categories. The first category of hypotheses relate to perceived relationships between selected educator attitudes. The second category of hypotheses were stated in respect to perceived relationships in attitudes between selected groups of educators. The last category of hypotheses were stated in respect to educator attitudes as expressed on an a priori basis and then related to attitudes expressed by students seven months later.

The data in general provides support for the proposition that verbally expressed attitudes are not a good indicator of behavior. Further, special affective in-service education was not correlated highly with any set of tested attitudes. The significant correlations and differences found in this study were in respect to one’s role.

It is recommended that the feeling factor of attitudes be further researched and assessed. Such testing, it is proposed, would include a behavioral component and a scientific control group.