Title: Influences on Work Preferences of Team Teachers in Selected Individually Guided Education (IGE) Schools.
Abstract: A major factor in the failure to successfully implement an innovation such as team teaching, is the absence of a mechanism to identify and treat difficulties arising from the effort to implement the innovation. The hypothesis was tested that teachers who are ambivalent toward team teaching and teachers uho experience frustration in attempting to implement team teaching would report more negative attitudes toward this innovation. It was anticipated that these factors would interact. It was also anticipated that a) high ambivalence combined with high frustration would result in the most negative attitudes toward the innovation, and b) the combination of low ambivalence and low frustration would result in the most positive attitudes. The study's hypothesized relationship between the nature of the problem teachers experience and attitudes toward team teaching was only partially confirmed. The most reliable predictor of teacher frustration was an overall measure of problem incidence and severity. (Tables illustrating teacher ambivalence levels toward team teaching and a list of references are included.) (Author/JS) INFLUENCES ON WORK PREFERENCES oF TEEM TEACHERS IN SELECTED INDIVIDUALLY GUIDED EDUCATION (IGE) SCHOOLS John T. Seyfarth Assistant Professor Virginia Commonwealth University Robert Lynn Canady Assistant Professor University of Virginia William S. Myers Doctoral Student University of Virginia US DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUE° EXACTLY AS RECEIVED cROM TH2 C PERSON OR ORGANIZATION ORIGIN STING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYRE PRE SENT OFFICiAL NATIONAL INSTITUTE 0 EDUCATiON POSITION OR POLICY Paper presented at annual meeting of American Educational Research Association Washington, D. C., March 31 April 3, 1.971
Publication Year: 1975
Publication Date: 1975-03-31
Language: en
Type: article
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