|Abstract or Summary
- The purpose of this study was to investigate the selfconcept by
examining the relationships among self-perception, behavioral understanding,
and teacher performance. The subjects were 53 female
college students enrolled in one of three practicum classes offered by
the Family Life Department of Oregon State University. Subjects in
Group A (n=33) were enrolled in the first of this series of practicum
courses involving supervised experience with young children. The
remaining subjects (n=20) were enrolled in the final phase of the
above series and comprised Group B.
A total of five instruments were used to collect data in this
study. The Tennessee Self Concept Scale was used to measure the
subject's general level of self-esteem and the semantic differential,
Myself As A Teacher, was used to measure the subject's view of herself
as a teacher. Form II of the Film Test for Understanding Behavior was used to assess a subject's basic understanding of interpersonal
situations involving young children. The Student's Self-
Evaluation Rating Scale and an identical scale, the Instructor's Evaluation
Rating Scale, were used to measure the subject's level of performance
as a teacher. This teacher performance was measured
only in Group B.
Rank order correlational analyses were applied to determine
the relationship between and among these measures of self-perception,
behavioral understanding, and teacher performance. The study
was structured around the statements of four specific relationships.
No significant relationship was found between the FUB Total
Score and the TSCS Total Score for either Group A or Group B.
However, quite different results were obtained with the situation
specific instrument, the MAAT. Subjects reported a less enhancing
view of self after an initial experience and this view correlated highly
with lowered scores on the Guidance Subscale of the FUB. On the
other hand, Group B subjects scored lower on the Guidance Subscale,
but reported a more enhancing view of self on the MAAT.
The relationship between self-perception and self-evaluation of
teacher performance was investigated only for Group B. It appeared
that a pattern of relationship existed between how one views oneself
generally and how one views one's performance as a teacher. More
specifically, there appears to be a relationship between a subject's view of herself as a teacher and her view of her ability to establish
and maintain positive relationships with her pupils.
No significant relationships were found between the Instructor's
Evaluation Rating Scale (TERS) and the TSCS. However, a more definite
pattern of relationship emerges with the situational view of self
measured by the MAAT. Apparently a strong relationship existed
between feelings of self-worth as a teacher and an observer's rating
of the individual's ability to establish and maintain positive relationships
No significant relationships were found between either the Self-
Evaluation Rating Scale (SERS) and the FUB or between the Instructor's
Evaluation Rating Scale (IERS) and the FUB. Furthermore,
there appears to be no pattern of relationship with regard to the correlations
Tangential analyses of the correlations between the Self-Evaluation
Rating Scale and the Instructor's Evaluation Rating Scale revealed
high significant intercorrelations. This suggests that these
instruments are potentially useful for evaluation in a teacher training
The results tended to support several aspects of phenomenological
theory, particularly the notion that an individual's behavior will
be consistent with his view of himself. The results also highlighted
the need for a reconceptualization of the dynamics of change in the selfconcept. Such a reconceptualization may facilitate a further
understanding of the influences which result in chan,ge to central and
peripheral elements of the self. Furthermore, the importance of
investigating a situational view of the self rather than the selfconcept
in general became apparent.
Limitations of the study and suggestions for further research
were also discussed.