Abstract
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased personal responsibility for both positive and negative student outcomes, increased affect toward teaching, but decreased confidence in their teaching abilities. Implications regarding the alterability of these teacher characteristics are discussed.
Keywords
PsychologyAffect (linguistics)Multivariate analysis of varianceAttitude changeMathematics educationDevelopmental psychologyApplied psychologySocial psychology
Related Publications
Perceived Self-Efficacy in Cognitive Development and Functioning
Abstract In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its inf...
The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as di...
Context Variables that Affect Measures of Teacher Efficacy
AbstractThis article presents a model describing three context variables hypothesized to affect measures of teacher efficacy. These variables include the nature of the student p...
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature
Abstract This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics ...
Assessment and Classroom Learning
ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent fe...
Publication Info
- Year
- 1984
- Type
- article
- Volume
- 21
- Issue
- 2
- Pages
- 245-259
- Citations
- 191
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
191
OpenAlex
Cite This
Thomas R. Guskey
(1984).
The Influence of Change in Instructional Effectiveness Upon the Affective Characteristics of Teachers.
American Educational Research Journal
, 21
(2)
, 245-259.
https://doi.org/10.3102/00028312021002245
Identifiers
- DOI
- 10.3102/00028312021002245