The purpose of this study was to determine the relationship between teacher attitudes and student achievement. Specifically, this study was designed to answer the following questions (a) What is the relationship between a teacher's disposition toward students and student achievement?; (b) What is the relationship between a teacher's disposition toward curriculum and student achievement?; (c) What is the relationship between a teacher's disposition toward professionalism and student achievement?; and (d) What predictions related to student achievement may be made based on teacher dispositions as measured by the Teacher Disposition Index (TDI) after controlling for teacher demographic variables such as gender, grade level, years of experience and degree?
The TDI survey utilizing a Likert-scale was given to 136 classroom teachers in grades three through six teaching reading and/or math. Teachers were asked to report two years of reading and/or math achievement test scores. Six public school districts in southwest Ohio were represented by the 136 participating teachers.
The study findings indicated no relationship between a teacher's disposition toward students, curriculum, or professionalism on math achievement scores. None of the predictor variables was a significant predictor of either math score. A significant positive relationship was found for a teacher's disposition for curriculum and professionalism and reading achievement. Teaching experience was a significant predictor of the 2006 reading achievement scores but not the 2007 reading achievement scores. Also, the 2006 reading achievement scores were negatively predicted by TDI student-centered score.
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/03, Dissertation Abstracts International|
|Subjects:||Elementary education, Curriculum development|
|Keywords:||Achievement, Correlation, Professionalism, Student achievement, Student learning, Teacher attitude, Teacher disposition, Teacher quality|
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