The development of an instrument for assessing levels of ethnicity in public school teachers

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1979

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Introduction. The purpose of this study was to test James Banks' hypothesis that teachers distribute themselves differently among the stages of ethnicity. This study was pursued because of its perceived significance and potential contributions to the field of education. In an effort to test the major hypothesis, this study constituted developing, validating and establishing the reliability of an instrument. After the instrument was developed, the study tested the following hypotheses: (1) Secondary teachers distribute themselves differently among the stages of ethnicity; (2) There is a significant relationship between the gender of the secondary teacher and the level of ethnicity; (3) There is a positive relationship between years of teaching experience and the secondary teacher's level of ethnicity; (4) There is a significant relationship between the region of the country the secondary teacher has lived longest and the level of ethnicity; (5) There is a positive relationship between the age of the secondary teacher and the level of ethnicity; (6) There is a significant relationship between the ethnic group of the secondary teacher and the level of ethnicity. Procedure. This was a survey study. The sampling procedure was analytical. The sample consisted of 436 teachers from 25 schools which had ethnically diverse faculties. The sample of teachers varied according to gender, age, ethnic group, region of longest residence and years of teaching experience. Instruments with an explicit set of instructions were delivered to the twenty-five schools and were collected after one week. The instrument consisted of fifty-nine variables. Eight of the variables were the independent variables used to collect demographic information on the teachers. The remaining variables were the items used to assess teachers' levels of ethnicity. External and internal validity were the procedures used to validate the instrument items. Prior to administering the assessment to the teachers in the twenty-five schools, a pilot of the instrument was conducted. An item analysis at the .001 level of significance was the criterion used for refining the instrument. To test hypotheses in the study, the .05 level of significance was utilized.

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