Administrators', teachers' and students' descriptions of the effective teachers' behaviors as they relate to self-concepts, 1977

Atlanta University and Clark Atlanta University Theses and Dissertations
Administrators', teachers' and students' descriptions of the effective teachers' behaviors as they relate to self-concepts, 1977
Johnson, Thalia J. C.
Contributor to Resource:
Johnson, Joe
Date of Original:
Degrees, Academic
Dissertations, Academic
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Degree Type: dissertation
Degree Name: Education Specialist (EdS)
Date of Degree: 1977
Granting Institution: Atlanta University
Department/ School: School of Education
The purpose of this study was to identify characteristics that are common to effective teachers described by administrators, teachers and students in three urban schools and to profile the self-concepts of thirty 'effective' teachers. Two instruments were used: (1) The Teacher Characteristic Scale, designed and tested by the researcher and the Tennessee Self Concept Scale, developed by William Fitts, Ph.D. The study allowed administrators, teachers and students to cooperatively develop and assess criteria that can serve as a knowledge base for identifying characteristics that are common to effective teachers. The study was limited to thirty teachers designated as 'effective' by their principal, 407 students who were members of their first period classes and three principals who were the immediate supervisors of the teachers. The study was conducted in the Atlanta Public School System. Q methodology and Kendall's Coefficient of Concordance were used to test the degree of concordance of the three groups on characteristics of effective teachers in the following categories: Humanistic, Activation, Self Actualization and Technical. The results showed students' and teachers' scores clustered more toward Self Actualization whereas administrators scored highest in the Technical category. When the three groups' responses were held constant, five common characteristics emerged. They are: 1. Is very prompt 2. Is respected by students, parents and administrators 3. Makes comments on test papers to explain mistakes that were made 4. Seems to find satisfaction in being a teacher 5. Follows the course outline. Self-concept proved to be one key to effective teaching. The major recommendations resulting from this study are: 1. A system-wide study should be conducted in order to test the degree of concordance of parents, students, and administrators on what constitutes an effective teacher. 2. A self-concept scale whould be administered to prospective employees in order to ascertain their feelings about themselves prior to being hired. 3. A teacher characteristic scale should be devised in each high school in urban school systems to be used for placement of new employees in an area where there is a high degree of compatibility with the needs of the community.
Metadata URL:
Holding Institution:
Clark Atlanta University
Rights Statement information