| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1982. Education Bibliography: leaves 115-120. -- QEII has photocopy. An examination of expectancy research indicated that the relationship between teacher attributes and teacher expectations has not been extensively examined. This study analyzed a set of data to determine whether the expectations student-teachers formed for students were determined by any of the variables self-concept, locus of control, motivation, attitude towards teaching as a career, age, sex, teaching program or teaching experience. - The data was collected by Clifton and Baksh (1978) by questionnaire on a stratified sample of 687 student-teachers at Memorial University over a two year period. The Methods of Analyses were Analysis of Covariance and t-test comparison of means. -- The results were that the attitudinal variables did not have predictive value. The student expectation dimensions of IQ, ultimate school achievement and self-concept were inversely related to teaching experience. Male student-teachers tended to hold higher expectations for the four dimensions, IQ, social relations, school achievement and student self-concept. Female student-teachers perceived more positive parental attitudes towards school. Female student-teachers were more positively motivated towards teaching and more motivated generally. Primary and elementary student-teachers were more motivated towards teaching and held more positive self-concepts than general or high school program student-teachers.
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