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Differences Between Teachers' Attitudinal Self-Ratings and Their Principals' Teacher Ideal on a Mathematics Inventory. Research Paper No. 14 [microform] / Thomas R. Post and Others
Bib ID 5344558
Format BookBook, MicroformMicroform, OnlineOnline
Author
Post, Thomas R
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1974 
17 p. 
Summary

One hundred forty-eight secondary school principals were chosen at random and asked to select one teacher at random from the mathematics faculty of their schools. Both were administered the Mathematics Inventory for Teachers, an instrument designed to measure attitudes toward mathematics as a subject and toward its teaching. The principals were asked to respond as they believed an ideal mathematics teacher would, while the teachers were asked to express their own beliefs and opinions. The results were factor analyzed, and the principals and teachers differed in two of the eight factors. It appears that teachers are not as responsive to student needs as their principals would have them be. The principals would have their teachers give more attention to students who are having difficulty learning the subject. In addition, the principals' responses showed a more narrow, conservative conception of the function of mathematics instruction while the teachers were more cognizant of the need for higher order outcomes in mathematics. (BB)

Notes

Sponsoring Agency: National Science Foundation, Washington, DC.

Contract Number: NSF-GW-6800.

ERIC Note: For related documents, see SE 023 784-792.

Educational level discussed: Secondary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Educational Research.  |  Mathematics.  |  Principals.  |  Secondary Education.  |  Secondary School Mathematics.  |  Teacher Attitudes.  |  Teachers.  |  Minnesota Research and Evaluation Project National Science Foundation
Form/genre Reports, Research.
Other authors/contributors Minnesota Univ., Minneapolis. Coll. of Education
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