Verner, Zenobia B.2022-08-312022-08-31197019752183362https://hdl.handle.net/10657/10874The purpose for this study was to investigate whether the concerns of teachers are related to the observable behaviors of teachers in the classroom. The sample population was divided into four subgroups: inservice (teachers with three or more years of classroom teaching experience), preservice (student teachers), elementary teachers (grades 1-6), and secondary teachers (grades 7-12). All teachers in the sample field responded to the Teachers Concerns Checklist (TCCL) prior to and following the six-week interval of time designated for the study. A random sample of those teachers was observed four times for 20 minutes to determine the number of times they demonstrated 18 teaching behaviors identified as fostering creative, cognitive, and affective pupil behavior. Pearson Product-Moment correlation procedures and Multiple Analysis of Regression procedures were applied to the data secured from the TCCL questionnaire and the frequency counts for observed behaviors.application/pdfenThis 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.Thesisreformatted digital