Factors relating to reading teachers' knowledge of reading : survey of teachers in a selected Newfoundland school board

• Main Author: Carey, Wilfred Joseph
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1983
• Subjects: St Barbe; Newfoundland
• Online Access: https://research.library.mun.ca/7782/; https://research.library.mun.ca/7782/1/Carey_WilfredJoseph.pdf; https://research.library.mun.ca/7782/3/Carey_WilfredJoseph.pdf

The major purpose of this study was to ascertain whether or not a relationship exists between a teacher's knowledge of reading and each of the following variables: sex of the teacher, number of years of teaching experience, grade level taught by the teacher, degree level of the teacher, teaching certificate, number of reading courses a teacher has completed, and whether a teacher teaches in an urban or non-urban school. The order of importance of those relationships which were found to be significant was also determined. -- One hundred twenty-four teachers from the Roman Catholic School Board, Humber-St. Barbe comprised the population of the study. A measure of teacher knowledge of Reading was determined by means of the scores on the Inventory of Teacher Knowledge of Reading. At the same time, information was also obtained on the independent variables by means of a teacher information sheet devised by the researcher. -- Product-Moment Correlation Coefficients and regression analysis were employed on the predictor variables to establish their effect on knowledge of reading. -- It was found that a significant relationship exists between teacher knowledge of reading and the following independent variables: experience, certification, urban, and courses. The variables of sex and grade taught did not correlate significantly with teacher knowledge of reading. -- This study also concludes that while degree, when viewed by itself is statistically significant, in terms of the total picture it is not significant. The findings which determine the important variables show that certificate is a more exact predictor of teacher knowledge of reading. -- Recommendations arising from the findings have been made. Some suggestions for future research are offered.