Group Title: relationship of teacher morale and certain demographic factors to teacher ratings of children labeled emotionally disturbed /
Title: The Relationship of teacher morale and certain demographic factors to teacher ratings of children labeled emotionally disturbed
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Permanent Link: http://ufdc.ufl.edu/UF00098107/00001
 Material Information
Title: The Relationship of teacher morale and certain demographic factors to teacher ratings of children labeled emotionally disturbed
Physical Description: x, 77 leaves : ; 28 cm.
Language: English
Creator: Simpson, Robert Green, 1949- ( Dissertant )
Dykes, Mary K. ( Thesis advisor )
Forgnone, Charles ( Reviewer )
Kimbrough, Ralph B. ( Reviewer )
Reid, William R. ( Reviewer )
Ware, William B. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1977
Copyright Date: 1977
 Subjects
Subjects / Keywords: Teacher morale   ( lcsh )
Special Education thesis Ph. D
Special education teachers -- Florida   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Abstract: The purpose of this study was to investigate the relationship of teacher morale and certain demographic factors to teacher ratings of, and attitudes toward, children labelled emotionally disturbed. Demographic factors under consideration were teacher age, sex, race, years of teaching experience, marital status, and number of children of his own. Subjects in the study were 34 teachers of regular elementary classes (grades four through six), employed by a large metropolitan school system in Florida. Teachers from five different public schools volunteered to participate in the study in lieu of participation in some other mandatory inservice activity. Subjects were randomly assigned to one of two treatment groups, designated the "normal expectancy" group and the "emotionally disturbed expectancy" group. Each subject completed a form on which he supplied information relevant to his age, sex, race, years of teaching experience, marital status, and number of children of his own. The first part of the study involved completion of the Purdue Teacher Opinionaire , an instrument designed to measure teacher morale. Following completion of the morale assessment, all teachers received an information sheet explaining that they were about to view a videotape of a fourth grade child. Half of the teachers were told that the child was normal, and half were told that the child was emotionally disturbed. All of the teachers were exposed to the same videotape presentation of a normal fourth grade male student. When the videotape had been shown, each teacher was asked to evaluate the child': behavior by completing an observation checklist. Subjects also completed a brief opinion questionnaire. Analysis of the data indicated that teacher morale was not found to be a statistically significant predictor of teacher ratings of student. behavior; however, three factors -- sex, number of children, and label assigned to the child -- were found to be significant predictors. Further examination of results indicated that the more children a teacher had of his own, the more positively he rated student behavior. To a significantly greater degree, teachers who were told that the videotaped student was emotionally disturbed responded that his presence in a regular class would have a detrimental effect on the other children. The same teachers also felt significantly less capable of providing the videotaped student with a meaningful educational program than did the teachers who were told that the student was normal. Among all of the subjects who indicated on the questionnaire that they believed the videotaped student to be emotionally disturbed, subjects in the "emotionally disturbed expectancy" condition rated him significantly more disturbed than did teachers in the "normal expectancy" condition. Both groups of teachers tended to disagree with the statement that, based on the videotaped student's behaviors, they would prefer that he not be placed in their classes. Subjects in the control group tended to disagree with the statement more, although not to a significantly greater degree. Based on this finding, it is suggested that, even though teachers might express misgivings and doubts concerning the placement of students labelled emotionally disturbed in their classes, they tend not to reject the students outright.
Thesis: Thesis--University of Florida.
Bibliography: Bibliography: leaves 54-58.
Statement of Responsibility: by Robert G. Simpson.
General Note: Typescript.
General Note: Vita.
 Record Information
Bibliographic ID: UF00098107
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000210052
oclc - 04168615
notis - AAX6871

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