The effects of concerns and leadership styles on the teaching decisions of teacher education students

dc.contributor.advisorWendt, Janice C.
dc.contributor.committeeMemberBain, Linda L.
dc.contributor.committeeMemberGhatala, Elizabeth S.
dc.contributor.committeeMemberMorrow, James R., Jr.
dc.creatorBruns, Jane A.
dc.date.accessioned2023-10-04T16:48:27Z
dc.date.available2023-10-04T16:48:27Z
dc.date.copyright1989-11-15
dc.date.issued1988
dc.description.abstractShavelson hypothesized that any teaching act is the result of a decision and decision making is the basic teaching skill. Research on basic teaching skills has primarily focused on teaching performance while excluding cognitive components of behavior. The importance of psychological concepts was discerned by Fuller who suggested that concerns, which are the first step in decision making, can affect teaching style in specific situations and teaching decisions. As an individual progresses through Fuller's stages of teacher concerns for self, task, and impact, leadership style difference should be evidenced with a resultant change to more acceptable decision making and increased student achievement. Since little is known about the effects of concerns about teaching and leadership style on teaching decisions, this study was designed to examine this issue. Few would question the importance of making sound decisions in the management of the classroom. With the interractions occurring at a fast pace, it is important to discern the relationship between the factors in decision making. Research has focused on these factors individually, but research on their interaction and relationship has been ambiguous, to nonexistent. Teacher style and decisions both influence student achievement by affecting the motivation and behavior of students, thus, the relationship between style and teaching decisions is important. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other19068748
dc.identifier.urihttps://hdl.handle.net/10657/15223
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectTeachers--Training of
dc.subjectTeaching
dc.titleThe effects of concerns and leadership styles on the teaching decisions of teacher education students
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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