The Effect of Teachers’ Inferred Self Concept upon Student Achievement

Aspy, David N.; Buhler, June H.

doi:10.1080/00220671.1975.10884808

Cited by 17 publications

(10 citation statements)

References 5 publications

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“…Teachers (Ensor, 1976) and headmasters (Gretchko and De Mont, 1980) with a positive self image have been shown to create a more productive and positive atmosphere in class and school. Aspy and Buhler (1975) found a significant positive relationship between teacher self-concept and achievement gains. Curtis and Altmann (1977) found that teachers who rated themselves highly also rated their pupils highly, that the children perceived this accurately, and that it subsequently influenced them to rate themselves highly.…”

Section: Self-concept As a Variablementioning

confidence: 86%

The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers

Carroll

Howieson

1984

South Pacific Journal of Teacher Education

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Section: Self-concept As a Variablementioning

confidence: 86%

The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers

Carroll

Howieson

1984

South Pacific Journal of Teacher Education

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“…It was shown that the students of the high self-concept teachers made greater total gain than students of the lower self-concept teachers. Boy and Pine (1971) made observations which validated spy and Buhler's findings.We submit that when a student learns something, it is because he has responded to the teacher as a person, a person who relates to students with a core attitude of acceptance, empathy, concreteness, transparency and personal genuineness (p. ix).These findings by Garvey (1970), Hatfield (1961), Crane (1974), Aspy and Buhler (1975), and Boy and Pine (1971) revealed that the adequacy of a teacher's self-concept can affect his ability to perform effectively as a teacher. The pre-service teacher who has a positive self-concept is able to adjust to preparation for teaching and to perform successfully during student teaching.…”

Section: The Perceptual View Of Teacher Effectivenessmentioning

confidence: 98%

“…The effect of the self-concept extends beyond its effect on skills and performance. A study by Aspy and Buhler (1975) involved investigating the relationship of the teacher's self-concept and the students' academic achievement. Six third grade teachers and one hundred and twenty third grade students were the participants in this study.…”

Section: The Perceptual View Of Teacher Effectivenessmentioning

confidence: 99%

Looking Back While Moving Forward--Exploring the Self-Concept and the Preparation of Effective Teachers

Miller¹

2019

JEHD

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This narrative historical review uncovered a body of literature from 1960-1975 which focused on teacher perceptions as a component of teacher effectiveness. A preponderance of research and writings from this period addressed the relationship between the self-concept and the effective pre-service and in-service teacher. The writer suggests a return to this literature in efforts to create solutions to literacy and achievement gaps in 21 st century education. The theory of perceptual psychology has particular relevance for teacher education. According to proponents of perceptual psychology, the effective teacher isan important component in the teaching-learning process. The effective teacher is flexible, perceptive, open-minded and has perceptions of self and others which facilitate learning and the development of an adequate sense of self. A look back at this research is needed as educators move forward creating solutions to challenges in addressing the teaching and learning needs of the 21 st century learner.

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“…Learning and professional cooperation implies the educational organization by means of open communication of the teacher with students, establishment of business contacts, joint goal setting and activity planning, search for productive ways to achieve the goal, team activity to meet the goals, collective analysis and reflection of the outcomes (Aspy, 1978). It is important to find something to bring young boys (girls) and the teacher together while looking for the opportunity for everyone to achieve their own interests (Organizational Psychology, 1998).…”

Section: Discussionmentioning

confidence: 99%

Educational And Professional Community Role In Youth Upbringing At Modern School

Shustova¹,

Svorotova²

2017

European Proceedings of Social and Behavioural Sciences

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The problem of community is less a social than life-related, personally-meaningful one in the development of modern young people. Upbringing and development in educational and professional community should be considered in their interrelationship; community is an integral external condition which sets the standard of cultural norms and values while supporting self-determination and selfrealization of young boys and girls who reveal subjective position when interacting with peers and adults.The paper stresses the value of the environment created at an educational institution; educational and professional community is understood as a significant element of the environment in young people's upbringing and development. Community, including educational and professional community, is manifested in relationship with generally important and interesting activity, open personally valuable fellowship which requires understanding and expression of one's point of view. Education and professional training are the leading activities for young people. That is why educational and professional community is especially relevant in the environment of an educational institution. The paper looks at characteristics of educational and professional community and its influence on the younger generation through conditions to realize young people's leading activity and achieve the goals and objectives of the given age period.

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The Effect of Teachers’ Inferred Self Concept upon Student Achievement

Cited by 17 publications

References 5 publications

The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers

The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers

Looking Back While Moving Forward--Exploring the Self-Concept and the Preparation of Effective Teachers

Educational And Professional Community Role In Youth Upbringing At Modern School

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