A Comparative Study of the Personality Structures of Persistent and Prospective Teachers

DeBlassie, Richard R.

doi:10.1080/00220671.1971.10884178

Cited by 3 publications

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References 9 publications

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“…Since personality measures are often designed for and validated in clinical settings, some of the constructs they measure may be irrelevant to the classroom. The more useful "personality" variables may actually represent teachers' concerns about or preferences for specific teaching tasks rather than what are commonly thought of as personality characteristics (See Fuller, 1969;Christensen, 1960;Doyal and Forsyth, 1973;DeBlassie, 1971 ;Duffey and Martin, 1973;Marjoribanks, 1970;Soar, Soar, and Ragosta, 1973;Weiss, Sales, and Bode, 1970;Yonge and Sassenrath, 1968).…”

Section: Personality Variablesmentioning

confidence: 99%

Sources of invalidity in measuring classroom behavior

Borich

1977

Instr Sci

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The concepts of teacher effectiveness and teacher evaluation are growing in importance. Attempts to identify the classroom behavior of more and less effective teachers and evaluate the extent to which they reach pre-determined criteria of effectiveness have led to a heterogeneous array of statistical tools and measurement paradigms, many of which contain sources of invalidity. This paper (a) critically reviews past attempts to identify the behavioral correlates of effective teaching; (b)poses a systematic measurement framework for more effectively studying classroom behavior, and (c) identifies specific sources of invalidity in measuring the behaviors within this framework. This paper is a review of the methodological problems uncovered by relatively recent efforts in the U.S.A. to study the nature of teacher effectiveness and to evaluate the performance of individual teachers. The former concept -teacher effectiveness -derives from almost two decades of research, conducted in this country and elsewhere, to identify the behavioral correlates of "more effective" and "less effective" teachers. The latter concept -teacher evaluation -stems from comparatively recent efforts to design and implement schemes for appraising individual teachers, a practice stimulated primarily by an increasing number of state and local mandates requiring annual, systematic evaluation of elementary and secondary school teachers.

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