The relationship of teacher interpersonal behavior to the academic achievement, self-concept, school behaviour and social acceptance of grade five students
Thesis (M.Ed.)--Memorial University of Newfoundland, 1983. Education Bibliography: leaves 90-98. The major purpose of this study was to determine whether or not a relationship existed between teacher interpersonal behavior and each of the following variables: student self-concept, school behavior, a...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
1983
|
| Subjects: | |
| Online Access: | http://collections.mun.ca/cdm/ref/collection/theses2/id/88157 |
| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1983. Education Bibliography: leaves 90-98. The major purpose of this study was to determine whether or not a relationship existed between teacher interpersonal behavior and each of the following variables: student self-concept, school behavior, achievement and social acceptance. The physical fitness level of a subsample of the students was examined to determine its relationship to any of the above factors. -- The study involved 39 grade five teachers and their classes. Information was obtained from both students and teachers. Academic achievement was determined by using student scores from the Gates-McGinitie Reading Tests and an arithmetic achievement test. Self-concept was determined by the use of the McDaniel-Piers Young Children's Self-Concept Scale. The Ohio Social Acceptance Scale was used to determine the level of social acceptance and the Child Behavior Traits was used to give a school behavior measure. The physical fitness level of a subsample of the students was measured by the Canada Fitness Awards Test. -- Results of the study were obtained by regression analysis. A significant relationship was found to exist between teacher interpersonal behavior and student achievement in reading comprehension and between teacher interpersonal behavior and student school behavior. A positive relationship existed between the dependent variables self-concept and social attraction. No positive relationships were found to exist between: teacher interpersonal behavior and achievement in mathematics and vocabulary; teacher interpersonal behavior and student self-concept; and teacher interpersonal behavior and social acceptance. -- Results of the fitness study showed no significant relationships existed between level of fitness and the dependent variables. |
|---|