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LD3907.E3 Horan, Alfred Aloysius, 1907- 1942 Personality in pupil attitude toward .1167 standardized descriptions of teacher-

types; a statistical investigation in the field of personality and social attitudes of 600 secondary-school pupils

New York, 1942. iii,169 typewritten leaves, tables,

diagrs.,forms. 29cm.Thesis (Ph.D.) - Hew York university,

School of education, 1942.Bibliography: p.158-164.

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Xerox University Microfilms, Ann Arbor, Michigan 48106

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i aooepted tot9_JUN12 1942

PERSONALITY IN PUPIL ATTITUDE TOWARD STANDARDIZED DESCRIPTIONS OF TEACHER-TYFES

A Statistical Investigation in the Field of Personality and Social Attitudes of 600 Secondary-School Pupils.

ByAlfred Aloysius Moran

Sponsoring CommitteeDr. Charles Skinner, Chairman Dr. Earl R. Gabler Dr. Julius Yourman

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University.

1942

PLEASE NOTE:

Some pages may have

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PREFACE

The present investigator was prompted to undertake this study hy the many evidences of mutual pupil-teacher dissatis­faction which have become so apparent in recent years. One day while conversing with another teacher, one of the investigator's colleagues overheard two of her pupils discussing her teaching in the most derogatory manner. "I do not like Miss X", one of the pupils, a girl was heard to remark. "She doesn't keep or­der; she cannot make you study and, therefore, you learn noth­ing in her class". Upon hearing this severe criticism of her­self as a teacher, the instructress became incensed and in self- defense, maintained that secondary-school pupils should be moti­vated by spontaneous interest and should not have to be compell­ed to study. "Only a stupid boy or girl likes the strict teach­er", she averred. "A boy or girl who has to be forced to work and likes it, is lacking in character and emotional stability. There is something wrong with such a student."

A vexing problem this! Was the teacher correct? Do only abnormal pupils prefer the compulsion-type teacher? Is it a symptom of maladjustment to prefer the teacher who, as some pu­pils put it, "makes you study whether you like it or not?"

Finally, should the type of teaching be adapted to the type of pupil?

The aforementioned embarrassing experience is typical of many such jolts awaiting the young teacher on her "first job". This and many other such expressions have prompted the present investigator to analyze the Intrinsic and extrinsic elements

A S3464 i

entering Into the secondary school pupil's attitude toward the type of teacher conducting his class.

A study of this nature can he accomplished only through the cooperation of many persons. The investigator wishes to acknowledge his indebtedness to the many secondary school pu­pils who voluntarily became a part of this study; to the teach­ers who aided in the administering of the tests and especially to Sister Rose MArie 0. S. P., Principal of Saint Joseph's High School, West New York, New Jersey; to Doctor Charles A.Selzer, Superintendent and W. A. Heath, High School Principal, both of the Dumont Public Schools, Dumont, New Jersey as well as to Robert W. Madden, Superintendent of the North Bergen,New Jersey Public Schools in placing their entire enrollment and personnel records at the disposal of the investigator and his aides.

Gratitude of the highest order is due to Doctor Charles Skinner, Dr. Earl R. Gabler and Doctor Julius Yourman, the Committee of New York University Professors, sponsoring this project and who proved most helpful in their constructive criticism and creative suggestions.

To all of these as well as to Miss Dorothy Harloe of the Horace Mann Public School of Nprth Bergen, New Jersey who typed this manuscript, I wish to make grateful acknowledgment.

Alfred Aloysius MoranGrantwood, New Jersey.

il

/

TABLE OP CONTENTS CHAPTER . PAGEI Introduction......................................... 1

II The Problem And Procedure Of This Investigation. . . .7III The Reliability And Validity Of The Data-Gather. . .

ing Devices Used In This Investigation.......... 29

IV The Subjective Elements Comprising A Secondary. . .School Pupil's Affective Attitudes Toward The. . . Compulsion-Type Teacher. . . 7 . . . .............. 37

V The Subjective Elements Comprising A Secondary . . . .School Pupil's Affeotive Attitude Toward ..........The "Preparation-Type Teacher" . .79

VI The Subjective Elements Comprising A Secondary. . . .School Pupil's Affective Attitude Toward ........The "Motivation-Type Teacher" .................... 99

VII The Subjective Elements Comprising A Secondary. . . .School Pupil's Affective Attitude Toward The . . . . "Purposing-Type Teacher" ........................ 118

VIII The Summary 4nd Conclusion......................... 140

IX General Aspects Of The Problem................. 144X Bibliography . ........... 158XI Appendix............................ 165

111

Chapter I INTRODUCTION

History and Significance of the Problem.The purpose of this study is to Investigate the degree of

relationship "between a secondary-school pupil's expressed like or dislike of a standardized description of the classroom ac­tivities of a particular type of social-studies teacher and the pupil's own rating on intelligence, neurotic-tendency, submis­sion, introversion, dominance, self-confidence, self-sufficiency, sociability and social maturity as determined by reliable mental tests and personality inventories.

The solution of the mental hygiene problem of optimum school adjustment does not lie in the answer to the somewhat theoreti­cal question of which method of classroom control is more bene­ficial to the pupil but rather to the more practical one of, for whom is it the more beneficial. Recognizing the old adage that, "What is one man's meat is another man's poison," the aim of men­tal hygiene is prophylactic or preventive rather than therapeutic or curative. So is the purpose of this study. Education is be­coming increasingly more "consumer-conscious" at the secondary level. Pupil rating of teachers has been attempted with more or less success.

In April of nineteen hundred and twenty-nine Newmark-*- allowed his students to formulate and write down the:r opinions 1 '

D. Newmark, "Students' Opinions of Their Best and Poorest Teachers". Elementary School Journal, Volume XXIX, op.576- 585.

as to t.heir best and poorest teachers. In September of the same year an article appeared In the Journal of Educational Administration and Supervision entitled,: MWhat Characteris­tics Impress Themselves Upon Elementary and High School Stu­dents?" wherein Bickelsl attempted to tabulate the findings of a questionnaire eliciting the responses of pupils to ques­tions concerning the characteristics of their teachers. R. C. Bryan^ compared the college students' ratings of professors with the secondary-school pupils' ratings of their teachers in April of nineteen hundred and thirty-three. H. G. Hullfish^ was the first to attempt the official pupil-rating of teachers. Comparing these ratings with those of the teachers' own col­leagues' ratings, he found that pupil-ratings compared more closely with those of the teachers themselves than did the rat­ings of supervisors.

In nineteen hundred and thirty, C. W. Boardman^ analyzed the ratings of secondary-school teachers by six hundred of their

Rpupils. E. C. Bowman in nineteen hundred and thirty-four and

C.P. Bickels, "Educational Administration and Supervision", September 1929 > Volume XV, pp. 453-4-56.

R. C. Bryan, "Study of Student-Ratlngs of College and Second­ary -School Teachers." Educational Administration and Super­vision. 1937*Teachers' College Press, 1937* Abstract. Teachers' College Record. Volume XXXIX (November 1937) pp. 155-157.

H. G. Hullflsh, "jhe Student Rates the T eacher Officially." Educational Administration and Supervision. April 1931* Volume XXVI11 ‘i pp. 314-316.

C. W. Boardman, "An Analysis of Pupil Ratings of High School Teachers." Educational Administration and Supervision. Volume XVI (September 1930) pp. 440-6.

E.C. Bowman, "Pulip-Rating of Student-Teachers". Educational Administration and Supervision. Volume XX (February 1934)

R. C. Bryan1 in nineteen hundred and thirty-seven also attempt­ed the official rating of secondary school teachers "by their pu-

2pils. The latter in collaboration with 0. Yntema developed a manual for the evaluation of pupil-reactions to secondary school teachers.

0. M. Clenr allowed his students to write anonymous opinions about his own teaching. S. M. Corey and G. S. Beery^ studied the effect of teacher popularity updn the attitude of students toward

5school subjects. H. H. Remmers investigated the reliability and effect of 'halo' in the judgments of secondary school and college students concerning the efficiency of their teachers.

Among others who have attempted ratings of secondary school

R. C. Bryan, "Pupil-Rating of Secondary-School Teachers."Teachers' College Press, 1937* Abstract. Teachers' College Record. Volume XXXIX (November 1937) po. 155-157*2

R. C. Bryan and 0. Yntema. "A Manual on the Evaluation of Stu- dent-Reactions in Secondary-Schools." Unpublished, (Mimeographed) The Authors' Western State High School, Kalamazoo, Michigan, 1939*

30. M. Clem, "What Do My Students Think About My Teaching?" School and Society. Volume XXXI (January 18, 1930) pn. 96-100.

4S. M. Corey and G. S. Beery. "The Effect of Teacher-Popularity Upon the Attitude Toward School Subjects." Journal of Educa­tional Psychology. XXIX (December 1938) 665-670.

5H. H. Remmers, "The Reliability and Halo Effect of High School and College Students' Judgements of Their Teachers." Bibliography. Journal of Applied Psychology, Volume XVIII, pp. 9-30. (October 1934)

l o w teachers by their pupils were Feingold, Firth, Flinn,Guilford,^ Hawthorne,^ Hulse,^ Klopp,^ Kowalczyk,® Light,^Livingood,10 Loomis,'1' Ludeman,1^ Newmark,1^ Noble,^1

G. A. Feingold, "The Pupil Appraiies His Teacher." The High School Teacher. Volume IX (September 1933) pp. 248-250.2

R. A. Firth, "Seeing Ourselves As Our Pupils See Us."Instructor. Volume XLVIII (January 1939) pp.10-29.

3 V. Flinn, "Teacher-Rating by Pupils". Educational Methods. Volume XI (February 1932) o d. 290-294.

4C. C. Guilford, "The Pupil Looks At the Teacher". School and Society. Volume XXXV (June 1932) pp. 835-838.

5A. Hawthorne, "My Best TeacherJ Two Thousand Children Say

That She Is Kind." American Childhood. Volume XV (January 1930) pp. 5-6.6

N. L. Hulse, "Student Rating of Teachers in Service As A Teacher Training Device." Journal of Educational Adminis­tration and Supervision. Volume XXVI (January 1940) pp. 1-12.

7W. J. Kloop, "Evaluation of Teacher Traits By Vacation-School Pupils." School Review (June 1929) pp. 457-459*8

A. Kowalczyk, "Students Appraise the Instructor." Journal of Chemical Education.

9 N. L. Light, "High School Pupils Rate Teachers." School Review, Volume XXXVIII, (January 1930) pp. 28-32.

10F. B. Livingood. "Estimates of High School Seniors." School and Society. Volume XLI (April 20, 1935) pp. 550-2.

110. E. Loomis, "T eacher-Rating by Pupils." The Illinois Teach­er. Volume XIX (April 1931) pp. 332-3-12

W. W. Ludeman, "What College Freshmen Think of Their High School Teachers." School Executives Mhgazine. (July 1931) pp.527-8.

13 D. Newmark, "Students* Opinions of Their Best and Poorest Teach­ers;" Elementary School Journal, Volume XXIX (April 1929)pp. 576-585 *

14J. W. Noble, "What the Student Wants in a Teacher." Scholastic, Volume XXVIII, (May 16, 1936) pp. 9^12.

Peabody,^ Poston,^ Mac Donald,^ Mesicks,^ and Messier*-A careful canvass of reference sources such as the "Educa­

tional Index," "The Reader's Guide to Periodical Literature", the card index of the Washington Square Library of New York University and the card catalogue of the New York City Public Library has revealed a complete lack of previous research bear­ing directly on this problem at the present time. Studies of pupi1-adjustment and pupil-personallty have ignored teaching method. Investigations Involving the pupil-rating of teachers were occupied with the teachers' efficiency and characteristics rather than with the type of pupil who did the rating. While some of the factors which may be said to determine the pupil's rating of his teacher were compiled and compared, no attempt has been made to determine the intrinsic personality composition of1

H. W. Peabody, "Pupil Teacher Rating in Practice." School Executives' Magazine (December 1930) po. 191-192.2

W. Poston, "Education - By a Consumer." Journal of Business Educational World. Volume XIX (October 1938) PP« 149-150.

3 M. E. Mac Donald, Students’ Opinions As To Desirable and Undesirable Qualifications and Practices of Their Teachers In Teacher-Training Institutions." Educational Administra­tion and Supervision. Volume XVII (February 1931) po.139-46.

4E. A. Mesicks, "Let Your Pupils Rate You." Journal of Educa­

tion. CXXII (December 1939) po. 306.5

W. A. Messier, "Are You the Best Teacher; Testing the Teacher From the Pupil's Standpoint." The Grade Teacher XLIX (June1932) pp. 800-1.

the pupil-rater. Only extrinsic factors such as age of pupil, length of time between ratings and effect of “halo*1 upon rating teachers were considered in previous research. The investigator was unable to find anything even approaching the present study either with respect to objectives or methods.

Since an attempt is being made to democratize the secondary school even in the rating of teachers, it becomes increasingly necessary to discover more about the quality Judgment in logic, just as it is the province of psychology to canvass and analyze all the emotional factors affecting that type of Judgment. In seeking to arrive at the very font and origin of affective bias it becomes necessary to study, among other things, the likes and dislikes of pupil-raters for certain types of classroom manage­ment. As no such study would be complete without determining which type of pupil-rater prefers the different categories of classroom control, the problem presents three propositions. First, there either is or is not a relationship between a pu­pil's likes or dislikes for a definite teacher-type. Second­ly, this relationship is either direct like that between the volume and temperature of gases as manifestd in Charles' Law in the field of physics or it is inverse as is the relationship between the volume and pressure of gases as in Boyle's Law. The third proposition is concerned with the actual magnitude of such a relationship, that is to say, whether it is great enough to be significant or not.

CHAPTER IITHE PROBLEM AND PROCEDURE OF THIS INVESTIGATION

The problem of this Investigation is threefold. In the first place its purpose is to ascertain the existence, to de­termine the direction and to measure the degree of relation­ship between a secondary-school pupil's expressed like or dis­like of a standardized description of the classroom activities of a particular type of social-studies teacher and the pupil's own rating on intelligence, neurotic tendency, submission, in­troversion, dominance, self-confidence, self-sufficiency and 1 social maturity as determined by competent mental tests and per­sonality inventories. By 'ascertaining the existence' is meant determining whether any significant correlation exists or not.By 'determining the direction' is meant ascertaining whether the correlation is direct or inverse. In order to afford the sub­jects an opportunity to express their attitudes and in order to eliminate known personalities, L. J. Brueckner' s "Scales for Ratifig Teaching Skill",'1' has been reproduced with the words, "Like," "Dislike," and "indifferent" under each standardized des­cription of the four different teacher-types. The subjects were then required to react by encircling the one word which best ex­pressed their preference for, dislike of or indifference to the description of the classroom activities of the teacher-type above it. The Henmon-Nelson Advanced Intelligence Test was used to de­termine the intelligence of the subjects while the Bernreuter1

L. J. Brueckner, "Scales for Rating Teaching Skill". Volume XXX, Number 12, Educational Research Bulletin, College of Education, University of Minnesota.

8Personality Inventory was employed to parcel out neurotic ten­dency, ascendency-submission, introversion-extroversion, domi­nance, self-confidence, and self-sufficiency. The Doll Vine­land Social Maturity Scale was administered as an index of So­cial Maturity. In employing the aforementioned standardized in­struments it was assumed that they measure what they purport to measure and that they do so with the necessary reliability. It has also been hypothecated that the subjects’ reactions to the "Brueckner Rating Scale",^ were reliable.

To test thiB hypothesis two alternate forms of the scale have been administered to all of the pupils affected and a co­efficient of reliability was computed. A further hypothesis has been formulated that the subjects canvassed comprehended the language of the rating-scale, as its authors Intended it to be understood. To test this hypothesis teachers in the experiment­al school were rated themselves, by their colleagues and their pupils. The rank correlation between the pupils' rating and that of the teachers was .91.

Secondly, the study calls for an analytical comparison be­tween the relationships of the internal subjective elements of the pupils' personality composition and their own preference for des­criptions of the different teacher-types with the relationship

1L. J. Brueckner, "Scales for Rating Teaching Skill". Volume XXX, Number 12, Educational Research Bulletin, College of Education, University of Minnesota.

existing between other factors such as differences in sex, school-type, socio-economic status, grade, national origins and preference for the aforementioned teacher-types. By sex differences is not only meant the biological categorical dif­ferentiation into male and female but the difference in social attitudes forced upon the individual by the social milieu be­cause of-such sex status. By difference of national origins ismeant whether ancestry of the pupil came from Northern and West­ern or Southern and Eastern Europe. The Sims Socio-Economic Score Card was used as a measure of the socio-economic status. Whether these aforementioned factors are more environmental than Innate is a moot question and does not enter into this disserta­tion. They are differentiated from the other factors of person­ality and intelligence in this study merely because they cannotbe as readily measured by accurate tests and scales and not be­cause of any essential difference in composition or type.

Finally, in its more general aspects the Investigation is an inquiry into the significance of the relationships involved in comparison with the interrelations of the factors themselves. The elements Isolated for study are to be silhouetted against the background of other relationships to see if any third factors can be said to contribute to the relationships involved. This does not necessarily mean that the investigator is obliged to assume the responsibility of demonstrating causality nor is the study a factor-analysis.-1- Such objectives are beyond the scope of so

1J. C. Flanagan, "Factor Analysis in the Study of Personality",103 page&photolith, Stanford University Press. 1935. $1.25.

10limited a study and call for a different technique. Certain trends must "be noted, however, as the study progresses.

Delimitation of the ProblemThe problem has been limited to four hundred secondary-

school pupils ranging in age from twelve to nineteen years and selected equally from an accredited parochial and a comparable public secondary-school. In order to eliminate the effect of "halo” in pupil-rating, which may be defined as the tendency of an Individual to rate the same person uniformly high in all traits and in order to eliminate such variables in teachers as differ­ences in personal neatness, comeliness or physical beauty, affable personality and other such superficialities irrelevant to the pur­pose of this study, it became expedient to use a rating-scale con­taining standardized descriptions of the activities of teachers, teaching the geography of Prance to pupils of the seventh grade. Thus differences in subject-matter, lesson topic and grade level remained constant leaving the single variable of difference in type of classroom management as the single factor isolated for scientific study. In order that the scope of the investigation

be not too narrow and apply only to seventh grade geography teach­ers, general descriptions of the four types which apply to all studies were included in the study. The correlations between the pupils’ responses to the two forms are given below.

Teacher-Type I and Teacher A .99 .002Teacher-Type II and Teacher B .63 .061Teacher-Type III and Teacher C .74 .045Teacher-Type IV and Teacher D .73 .0467

It would appear from these correlations that the four hundred

11secondary-school pupils who were the subjects of this investi­gation agreed with Brueckner's1 judges in assigning the same teachers to the types of which they were models.

Although descriptions of various levels of efficiency ranging all the way from excellent to utter failure appear in the rating-scale for each teacher-type, the descriptions of only the highest-rated teacher of each type was selected in order to eliminate the factor of difference in degree of teaching success.

Thus, although there are undoubtedly other elements affect­ing pupil-llkes and dislikes of teachers, this study has been de­limited as far as is humanly possible, to the single variable of difference in methods of classroom control without destroying its more universal applications.

In this study, no attempt has been made to settle the moot- questlon concerning which is the most effective method of class­room instruction. The pupils were not required to rate the ef­ficiency of teachers or even teacher-types. This is a study of the emotionalized attitudes of secondary-school pupils and not an investigation into the validity of their judgments, although, Indirectly it does seek to throw some light upon the nature of emotional bias in such Judgments.

Leo J. Brueckner, "Scales For The Rating of Teaching Skill". The University of Minnesota Press (1929) Minneapolis, Minnesota.

12The Manner In Which The Problem Was Studied.

The procedure in this investigation is a composite of1 2 the correlation, experimental and a more modern extension

of Mill's "causal-comparative"^ methods of research. This investigator was confronted with the two alternate possibili­ties somewhat arrayed in the form of a dilemma. The differ­ences in method of classroom control as exhibited in the four teacher-type descriptions either differ in the degree to which they contain the same characteristic or are four different char- acterics themselves. This difference in the nature of the data called for two distinct techniques of correlation, the correla­tion of variables and the correlation of attributes. Therefore,two types of correlatlon-technique were employed, one of the

4 5Ayres variation of the Pearson product-moment coefficient of

1Carter V. Good, A. S. Barr, Douglas E. Scates, "The Method­

ology of Educational Research , pp. 548-565.2

Carter V. Good, A. 3. Barr, Douglas E. Scates, op. cit., pp. 532-542.

3Ibid.

4Leonard P. Ayres, "Shorter Method for Computing the Coeffic­

ient of Correlation", Journal of Educational Research,Volume I, (March 1920) pp. 216-221.

5 /.tL. L. Thurstone, "A Method of Calculating the Pearson Correla­

tion Coefficient Without the Use of Deviations". Psycho­logical Bulletin, Volume XIV, (January 15, 1917) pp.28-32.

13correlation for variables and the other, "The Pearson Cosine Pi Method"1 for the correlation of attributes.

In order to adhere faithfully to modern scientific ex*2perimental precision in eliminating variables which would ad­

mit of alternate explanations and thus confuse the results of this investigation, it was decided to compare measures derived from equated groups. Accordingly, six hundred parochial and public secondary-school pupils were selected for their similar­ity in environment, national origins, standards of achievement, size of school-enrolment and economic status. Prom these two school^, four groups of one hundred pupils, each, were finally selected comprising the following equated groups: one hundred parochial secondary-school boys equated with one hundred public secondary-school boys and one hundred parochial secondary-school girls equated with one hundred selected public secondary-school girls. The subjects were selected in the following manner. The entire student body of an urban parochial secondary-school was tested for intelligence, neurotic tendency, submission, self- sufficiency, and social maturity. In addition to the aforemen­tioned factors, the subjects were obliged to divulge the occupa­tion of the family wage earner and their own national origin.

1Charles W. Odell, "Statistical Method in Education". (1935)D. Appleton-Century Company, New York. pp. 312-314.

2j. L. Childs, "Education and the Philosophy of Experimental- lsm." New York, The Century Company. (1931) pp» 260-264.

14Since the neighboring public secondary-school outnumber­

ed the parochial school selected almost four to one, it became expedient to choose a public secondary-school more comparable in size of enrolment. A suburban community was selected, the population of which was almost wholly composed of migrants from the urban community in which the parochial secondary-school was located. These two institutions were much more comparable in home life of the pupils than the large urban high-school with its huge population of newer settlers from the metropolitan area and the small parochial secondary-school of original settlers who re­mained mostly because of the existence of the parochial secondary- school. The parochial and public secondary-schools selected dif­fered only in that the enrolment of the parochial Institution was about ninety-eight per cent Roman Catholic, while the state-sup- ported school' s enrolment was ninety-eight per cent non-Catholic.

In this manner another variable was isolatedffor scientific comparison.

The public secondary-school selected was visited and three study-hall groups comprising two hundred pupils altogether were given the same tests and were submitted to the same questions that were asked of the parochial-school pupils. In order to obviate any differences between the parochial and public schools selected due to difference in urban as contrasted with suburban environment an additional group of one hundred ninth-grade Junior High School pupils were also selected by the School-Superintendent of another urban community situated between the two aforementioned communities. All subjects concerned were also required to respond

15to two alternate forms of Brueckner's Rating Scale^ on two different occasions, one week apart, for the purpose of com­puting the reliability of response. The Public Junior-High School group served a double purpose. It became a reservoir from which to draw subjects for the two public secondary-school groups and as an additional control group to examine differences, which might be accounted for by differences in urban as contrast­ed with suburban environments. Many of the parochial secondary- school pupils also resided in this intermediate community and this tended to make the two public and parochial totals more alike than different in this respect to type of home environment.

The Criteria for G-rouolnp; The Sub.lects In This Investigation.When all subjects were completely tested and examined an

enumeration disclosed that there were more public secondary- school boys than parochial secondary school boys and that the parochial secondary-school girls outnumbered the public second­ary school girls. It being less difficult to adjust the larger and more flexible groups to the smaller groups, the parochial secondary-school boys and the public secondary-school girls be­came the experimental groups and the control groups were select­ed from the more numerfcus public secondary-school boys and the parochial secondary school girls. Two groups of one hundred each of the same sex but from two different school-types were equated with respect to intelligence, neurotic tendency, self-sufficiency,

1Leo J. Brueckner, "Scales for Rating Teaching Skill." Volume XXX, Number 12, Educational Research Bulletin, College of Education, (1929) University of Minnesota, Minneapolis, Minn.

16introversion, dominance, self-confidence, and sociability.Since competent authorities in the related fields of second­ary1* 2*5 education, and adolescent psychology^ deem intelli­gence quotients, mental ages and social maturity quotients to be less reliable than percentile scores at the secondary level, the latter measures were computed for all traits mentioned ex­cept social maturity for which there were no standardized per­centile scores available. The technique for equating the groups

5was by composites of several tests as described by Me Call.All subjects of the same sex regardless of school were pooled,variability was computed by comptometer-machine, in terms ofstandard deviations, scores were weighted accordingly as sug-

6gested by Me Call and composite scores were assigned to each pupil. By means of filing cards each public secondary-school boy was compared with each parochial secondary-school boy until

1Leonard V. Koos and Grayson N. Kefauver, "Guidance in Second­ary Schools", pp. 309-310. Macmillan Company, New York. 1934-.

2R. 0. Runnels, "The Comparability of Mental Ages As Measured By Group Intelligence Tests", New York University, Unpublish­ed Doctor of Philosophy Dissertation, 1929*

3 William A. Me Call, "How to Experiment in Education'. Macmillan Company, New York, 1923, pp. 56-57*

ALuella Cole, "Psychology of Adolescence". Farrar Rhinehart,New York City, (July 1938) pr. 188-202.

5Me Call, loc. clt.6Ibid.

17almost Identical pairs of parochial and public school boys were found. The profiles of one hundred of these pairs appear in Figure One, on page 18. The same procedure was repeated with the secondary-school girls and the results are graphically represented in Figure Two, on page 19•

As composites of the six percentile scores derived from the Bernreuter Personality Inventory and the single percentile score for intelligence derived from the Henmon- Nelson Advanced Intelligence Test, formed the basis for the two groups of one hundred pairs each, the subjects have been equated more according to the emotional aspect of personal­ity rather than mere verbal intelligence. For, it must be borne in mind that composite scores are the results of a mere addition or sum of all the weighted scores. Thus, Bernreuter's Personality percentile scores outnumber in­telligence by six to one. Since, however, this is primarily a study in the personality as related to pupil-attitude to­ward teacher-type, the procedure followed was in accordance with the aims and objectives of this investigation.

18

xixtrf if TitixiT ill"? i -f: fFigure I Secondary School Boys

rt

(Two Equated G-roups of One Hundred Secondary-School Boys Each)

JPublicParochial

Mean Public 360.30

Parochial 361.63 Difference 1*33

Standard Deviation Public 71-25

Parochial 71.75 Difference .50

sFigure II Secondary School Girls (Two Equated Groups of One Hundred

Secondary School Girls Each)

.11.

.SL 4 n _.iks/r

. U L *mo 'JO£-c

Litiss

jLi _3_i/

PublicParochial

MeanPublic School Girls 500.5 Paroch. School Glrls499.0

1.5

Standard Deviation 64.35

. 62-10 ....65

Table ATwo Equated Groups Of One Hundred Secondary School Boys Each.

Parochial PublicFD FD M. P FD FD

1210L004 20

1 216 502 10 20251

0n~ 0 W

15

257.5212.5Parochial" 71.75 Public 71.25

Table B .Public ParochialFD' FD FD FDM. P

1250 77510 1020 2120 1210 1211 11 575 1211 12

20 10144 48 2 2 5 . 11160 .10 2££2 f 275 -10225

Public 64.35 Parochial 63-70Two Equated Groups Of One

Hundred Secondary School Girls Eaoh.

21The Type of Material Collected. The teacher-type des­

criptions of Brueckner1 s1 Rating Scale comprised Polder A, which was administered to all of the six hundred secondary- school pupils. Below each type were the words "like", "dis­like", and "indifferent". The following directions were given orally hy the examiner:

"I am going to write a hook about teachers and teaching. However, I want to write the truth. I want my hook to contain facts and not propoganda.One of the chapters in the hook is to he concerned with the kind of teachers the pupils like. Remember,this is not a test. Remember also that I want thetruth. If you examine the little folder, you will notice that it contains descriptions of four differ­ent kinds of teachers of the social studies. Under each kind you will notice the words "like", "dis­like", and "indifferent". If you like Type One pleaseencircle the word "like". If you do not like type one encircle the word "dislike" and if you cannot make up your mind encircle the word "indifferent". Go ahead and do the same thing with the other three types. Are there any questions?"Folder B was composed of the standardized descriptions of

teachers of the geography of Prance who served as models of each type as prepared hy Courtis and Brueckner1 and taken from their rating-scale. This latter form was administered to all the sub­jects concerned one week after the administration of Form A.The following are the oral directions accompanying Folder B.

"As I told you, the last time that I spoke to you, I am interested in the kinds of teachers the pupils like best. Today, you have been given a folder con­taining the descriptions of four teachers of geography. As you can see all*of the teachers are teaching the same lesson. Vfhat is it about? Yes I It Is about France. Which one of these teachers would you like to have? If you would like to have Teacher A, kindly en­circle the word "like", with your pencil. If you would

1Leo J. Brueckner, "Scales For The Rating of Teaching Skill", University of Minnesota Press.

22not like to have Teacher A, kindly encircle the word ''dislike'1. If you do not know whether you would or would not like to have Teacher A, then simply encircle the word "indifferent". Do the same with each of the three teachers described in this folder. Remember that you are not marking or grading these teachers. You are not supposed to say whether you believe that they are good or. bad teachers, as all of these teachers have been rated as the best of their kinds. You are just supposed to indicate whether you would like ti> be in their class­es or not. Any questions? Proceed, please."

After half an hour the examiner saidi "How many have finished?"When all had finished, he than said:"Kindly, turn the folder over. Do you see the

blank space on the back under Teacher D? In this space I would like you to rank the teachers according to the way in which you like them. Make a vertical list. The one you like best of all the four types goes on the top. The second best next under it and so until the one you like least is on the bottom of the list. Any questions? Proceed."

Manner of Treatment of The Data. Both qualitative and quanti­tative ratings were secured for each secondary-school pupil. Pupils who rated Teacher A or Type I as liked best were assign­ed a score of one hundred. Those who chose Type II or Teacher B were assigned a score of seventy-five and those who chose Type III or Teacher C received fifty while those who chose Type IV or Teacher D received a score of twenty-five. All this was done on the assumption that the types differed-In degree and in the same order as they appeared in Brueckner's Rating Scale. The order was from most to least traditional type of teaching or from least to most progressive. Each pupil received an average of the two scores he received on both forms and this average was correlated by the Ayres Variation of the Pearson, Product-Moment Coefficient of Correlation" with the subjects' percentile scores in intelli­gence, neurotic tendency, ascendency-submission, introversion- extroversion, dominance, self-confidence, self-sufficiency and

23and social maturity. The Ayres' method assumes zero as the mean, thus rendering all scores positive and deviations from the mean allowing for the employment of a comptometer machine.To test for validity of scoring system the average score of each experimental group was'then correlated hy the "Pearson Cosing Pi" method for the correlation of attributes with like and dislike of Type I to determine if like for Type I and dis­like for Type I tended in the same direction as high scores by the scoring system. It was found that they did. The coefficient for Public School Girls was +.64 and for Parochial School Boys +.64 for the experimental groups. For the'control groups the coefficients were Public School Boys -*-.53 and Parochial School Girls +.99.

In a study as limited in scope as this one, however, valid­ity must never be assumed to be beyond dispute. Since the above quantitative scores and resulting correlations are based on the assumption that the teacher-types differ from each other and are, therefore, capable of being assigned gradually diminishing per­centile scores, there is the opposite and equally plausible hy­pothesis that the descriptions differ not only in degree but dif­fer also in kind, that is, that they are four different indepen­dent absolutes. According to this assumption the teacher-types had to be treated as absolutes or attributes. It will be remem­bered that Brueckner kept these four types separate in his rat­ing scale. It was the investigator's assumption that they might be variables of the same elements. According to the assumption that they were attributes or absolutes, the teacher-types had to be treated as such. Data were arranged in four f>lace tables.Such tables were constructed with cells for high and low on each

24of the following percentile scores: Intelligence, neurotic ten- dency, ascendency-submlssion, lntroversion-extroversion, domin­ance, self-confidence, self-sufficiency, sociability, social maturity, socio-economic status and national origins of family as the horizontal or "x" axes with like and dislike for teachers A, B, C, and D as the vertical or "y" axes. Folder B was used exclusively for the aforementioned attribute-correlation as being more readable and comprehensible to the subjects. "High11 and"Low" scores were assumed to be two dichotomous groups similar to the categories of “like" and ’’dislike". For most of the types, "in­different” responses were negligible and since the function of such scores was merely to increase the accuracy of the study by eliminating all doubtful responses. It was decided to disregard them in the correlation process. Moreover, they would constitute a third category and find no place in a four place table. However, since they might throw valuable illumination on other aspects of the problem, it was decided to record them and use them later in the "causal-comparative"-1- process. There has always been some doubt as to when a score should be considered "high" and when one was to be classified as "low"; Odell in his model attribute-cor- relation example considers a score "high" if it is above the mean

1F. W. Westaway, "The Scientific Method, Its Philosophy and Its

Practice". London: Blackie and Son, 1919* PP« 207-8.2

Charles W. Odell, "Statistical Method in Education". D. Apple- ton-Century Company Incorporated, New York, London (1935; pp. 310-313.

25and "low" if it is below the mean. Since these scores were per­centiles, then all those receiving a score of fifty-one or above could be considered as "high" while those receiving fifty-or be­low could be classified as "low" according to the aforementioned statistical authority.1 Nevertheless, reasonable doubts are bound to arise in the minds of the logical that there is a sig­nificant difference between a secondary-school pupil receiving a percentile score of fifty and another one who has received a

2percentile score of fifty-one. Such an interpretation of Odell would be contrary to reason. On the other hand it is reasonable to believe that the secondary-school pupil who receives a score below the tenth percentile is quite different with respect to the trait measured from a secondary-school pupil who receives a score above the ninetieth percentile on the same scale. It w&s decided, therefore, to use both criteria for classifying the dichotomous groups and compare the independent results to note the difference, if any, which might exist. It was another attempt at experimenta­tion. It will be remembered, too, that the subjects were arranged in "experimental" and "control" groups. According to Odell^ a correlation of an attribute or variable as existing in two experi­mental groups where other variables are held constant is equivalent to

1 Charles W. Odell, "Statistical Method in Education". D. Appleton- Century Company, Inc. New York,LOndon(1935) pp. 310-313.2 Ibid

3 Charles W. Odell, op. cit. pp. 260-261.

26partial correlation in determining the nature of such a rela­tionship. To quote Odell'1’:

“The *«sult secured hy partiai-correlation is the same as would be obtained if the two variables for which it is found were correlated in the ordin­ary manner after first having been arranged in groups, for each of which the value of the third variable was the same."

Experimental grouping was substituted for the costlier method ofpartiai-correlation. Another reason for resorting to experiment-

2al grouping, was to apply, if possible Mill's principles of com-3parison and double-comparsion. To quote John Stuart Mill:

"if two or more instances in which the phenome­non occurs have only one circumstance in common, while two or more instances (in the same department of in­vestigation), in which it does occur, have nothing in common save the absence of that circumstance, the cir­cumstance in which alone the two sets of instances differ is the effect, or the cause or an indispensable part of the cause of the phenomenon."

Of course this investigation does not assume that Hill's pro­cedure or method of scientific research does establish causal­ity. His method is used here, merely to make comparisons and note the nature and significance of differences and how they agree or disagree with the correlation coefficients.1

Charles W. Odell, "Statistical Method in Education". A. Apple- ton-Century Company Incorporated, New York,(1935) pp.260-261.

2vVestaway, P. W. "The Scientific Method Its Philosophy and Its Practice". London* Blackie and Son, 1919* P» 207.

3Carter V. Good, A. S. Barr, Douglas E. Scates, "The Method­ology of Educational Research". D. Appleton-Century Co.New York,(1936) pp. 533-54-8.

27Summary. The purpose of the problem is to throw light upon elements comprising a secondary-school pupil's attitude to­wards teacher-types and thus contribute toward the knowledge of the nature of emotional bias in pupil-Judgment of teachers.The problem is specifically, to determine if a relationship exists between personality and attitude toward teacher-type.

A well defined process has been devised from the three established methods of research. These methods are the cor­relational, experimental and the causal-comparative. All data have been submitted to this rigorous, milling process. For the sake of precision the various steps in this process are outlined as follows:

1. Results were from two different types of sources: the grouped or selected and the ungrouped or pooled. In order to control variables and thus avoid confusion in interpretation of results it was necessary to have equated groups. Thus a portion of the data came from four equated groups of one hundred second- ary-school^pupils each and also from a pool of six hundred second­ary-school pupils from all the schools visited.

2. Correlations were of two kinds: the correlation ofvariables and the correlation of attributes. The correlation of attributes were of two kinds, also. In the first class were all those correlations where dichotomy was assumed to be merely above and below the mean. The second class comprised all those cor­relations where dichotomy was taken as the highest and lowest tenth percentiles in the trait isolated for study.

3* Besides being submitted to grouping and correlation the data were also submitted to causal-comparative analysis. The relative percentage of the highest tenth percentile expressing

28each of the three attitudes of “like", "dislike" and "indif­ference" toward each of the four teacher-types was compared with the percentage of those of the. lowest tenth percentile expressing the same attitudes toward the same teacher-types. Thus the percentage of those in the highest tenth percentile on a given personality trait was compared with the percentage of those in the lowest tenth percentile expressing the same attitude.

CHAPTER IIITHE RELIABILITY AND VALIDITY OF THE DATA-GATHSRING DEVICESUSED IN THIS INVESTIGATION;

As was already set forth In Chapter One, the correlation between the "compulsion-type" teacher and the averages of the high scores on the two forms was approximately seventy and pos­itive. Me Call1 and Rugg2 consider such a correlation as "high ". Hulse^ would claim such a coefficient to have a "forecasting efficiency" of approximately thirty percent. According to Jor-

Adan's results it is higher than the correlation of Binet Mental Ages with the "Otis Group Test and the Terman Group Test". ItIs also higher than Correlations, as determined by Root's inves-

5tigation between the Binet Mental Ages and The Terman Group Test A, The Otis Advanced Examination A, The Haggerty Delta,2, Miller's Mentimeters and Dearborn Series II.

In all of the above correlations for validation of intelli­gence tests not more than fifty subjects were examined for each correlation while in this study the results were based on the

1Me Call, William A. "How to Measure in Education". New York, Macmillan Co., 1922. pp.*‘392-393.2

Rugg, Harold 0., "A Primer of Graphics and Statistics for Teachers." Boston, Houghton Mifflin Co., 1925. p. 97*

3 Hull, Clark L. "The Correlation Coefficient and Its Prog­nostic Significance". Journal of Educational Research.Volume XV, (May 1927), pp. 327-338.

4Jordan, A. M. "The Validation of Intelligence Tests". Jour­nal of Educational Psychology, Volume XIV (1922) pp.4l4-428.

5 _ Root, W. T. "Correlations Between Binet Tests and Group Tests". Journal of Educational Psychology, Vol. XIII(1922) pp.286-292.

30percentile ranks of over five hundred secondary-school boys and girls.

Brueckner1 gives the following exposition of how he and Courtis developed the standardized descriptions which form the standards for their rating-scale.

"in developing the concept of method with groups of supervisors, the first activity has been to discuss the point of view of Courtis with the group. This ex­ercise has been followed by asking the members of the group to study prepared descriptions of six typical lessons in geography^ and then to classify each lesson according to the method used by the teacher, regardless of the skill with which the lesson was taught. The re­sults of this classification by a group of one hundred and fifty supervisors are given in Table II.

Table 1*The Rating Of Six Descriptions Of Teachers According To Method

Teacher

Type A B C D E FCompulsion 1 150 149Preparation 149 3 1Motivation : 144 51 4Purposing t

i3 9 9 146

Total | 150 150 150 150 150 150....

Brueckner, Leo J,, "Scales For The Rating of Teaching Skill." University of Minnesota Press, Minneapolis, Minnesota.

2 Based on descriptions originally prepared by S. C. Courtis "Standards of Methods". (Unpublished)

H.Reproduced from page eight of Leo J. Brueckner' s "Scales

for the Rating of Teaching Skill". University of Minnesota Press (1929) Minneapolis, Minnesota.

<

31“it can toe seen that Teacher A wa3 classified as

"Preparation-Type" toy all tout one of the group. Teach­er C was classified as "Compulsion-Type" toy the entire group. There is very close agreement on all teachers except Teacher E, and two thirds of the group classi­fied this teacher as "Purposing-Type". These results show that it was possible for the group to classify the teachers according to type of method with a remarkable degree of agreement."

To determine whether secondary-school pupils were able to classify teachers as accurately as the teachers themselves were able to classify one another, as to type, the pupils of the: ex­perimental school were asked to rate ten teachers known to all of them according to their approximate similarity to each of the above four types. The teachers were, then asked to classify one another according to the same criterion. The ranks were then correlated toy the rank correlation method. The results were as follows:

Compulsion -4 .95 Preparation f .85 Motivation 4*75 Purposing 4.65

It can be seen from the above results that there is reason­able agreement between classifications of teachers, toy secondary- school puoils and such classifications of -the teachers themselves.

In order to determine the reliability of the responses, Form A was administered on one day and Form B was administered a week later. The correlation coefficients were as follows*

Compulsion: Teacher-Type I and Teacher A , .993t.OO(N421).Preparation:Teacher-Type II and Teacher B .65- .02(N372) Motivation: Teacher-Type III and Teacher C.7^t.02(N34-9)Purposing: Teacher-Type IV and Teacher D .73i.02(N283)

32According to Clark L. Hull the percent of forecasting

efficiency of these coefficients are as follows:Compulsion, 85 per cent Preparation, 25 per cent Motivation 30 per cent Purposing, 30 per cent

The "Henmon-Nelson Advanced Test of Mental Ability" was used as a measure of intelligence. The Teacher's Manual for this test gives the following data.

Reliability Coefficients Ages Grades

Coefficientof

Reliability

12 13 i4 15 16 17

,•91 •91 •91 ..94 .91i-92

7 8 9 ’10 li 12

.8 £ .89 .89•90 • 00 00 1-90Validity Coefficients

Correlation of Henmon-Nelson Tests for Grades Seven to Twelve with Other Tests of Mental Ability

Grades NThe Otis Self-Administering Test(M;A.).777 8 235The Otis Self-Administering Test(I.Qis).839 8 235The Otis Self-Administering Test(3cores).790 13 65The Terman Group Test (M. A.) .801 8 235The Terman Group Test (I. Q. 's) .883 8 235

-aHull, Clark L., "The Correlation Coefficient and Its Prog­nostic Significance", Journal of Educational Research Vol. XV, (May 1927) 327-338.

33The American Council Psychological

Examination (Scores) .79 12The American Council Psychological

Examination (P. R.'s) .78 12Kuhlman Anderson Intelligence Test

(I. Q.1s).84 9Illinois Intelligence Scale (I. Q.'s) .78 10 105

8 0

89

91

From the above measures it becomes apparent that the in­telligence scales employed in this investigation are reasonably reliable and valid.

The Bernreuter Personality Inventory was used in this study as the determiner for the traits of personality studied in this investigation.

Reliability was determined by the "split-half method" and applying the Spearman-Brown Prophecy Formula. The Subjects for the"B" scales were students in two separate classes of elementary psychology at Stanford University. The subjects for the "F" scales were eleventh grade boys in a number of secondary-schools in the Suburban area of Boston.

5 4■*Table II Coefficients of Reliability.

(Stanford University Elementary Psychology Students)Fall Quarter Class Numbered 70 Winter Quarter 128

High School Boys Numbered 55•Fall Quarter Class Winter Quarter Class High School

BoysB N .91 00 CD

s2s • 92 .85

v .89 .85b4d .89 .88F^Cf2s

Coefficients of Validity’1’Correlations with Thurstone's Neurotic Inventory, Bernreuter's self-sufficiency, Laird's Introversion Test, Allport Ascendence- Submission Reaction Study yielded the following results:

Number of Subjects 70 1 Fall Class Winter ClassB^N and TN .94- .91b2s and SS .89 .86B3! and C .76 .69b4d and A. S. (men) .81 .67B4D and A. S. (women) .82

In this study Doll's Vineland Socail Maturity Scale was em­ployed as a measure of Social Maturity. The Sims "Socio-Economic Score Card" was used as a criterion or standard by which thelevel of the occupation of the wage-earner in the family of each _

Reproduced from the "Manual of Directions" of the Bernreuter Personality Inventory.

35subject was classified. The subjects were classified as to national origins according to the inu&i&ration quotas of eigh­teen hundred and ninety, and nineteen hundred and thirty. Those of the eighteen hundred and ninety quota were considered as the older stock while those whose ancestry came from the predominant . areas represented in the nineteen hundred and thirty quota were considered as of newer racial origins. Roughly, all those whose ancestry came from northern Europe were separated from those whose ancestry came from Southern Europe. In this way two dichotomous groups were formed for correlational as well as "causal-compara­tive" analysis.

From the aforementioned data on the reliability and valid­ity of the measures employed in this investigation it becomes apparent all of them were of equal reliability and validity.The newer type of measure such as the personality inventory, the social maturity-scale and the socio-economic score card are not as yet as reliable or as valid as the intelligence-type test.For this type Is the oldest and best worked out of all of the psychological examinations. Through all this it still becomes necessary for any investigator who employs such devices as the aforementioned Instruments to assume that the scales measure what they purport to measure and that they do so with the necessary recurrent reliability as no real scientific demonstrable proof can establish them as such beyond a reasonable doubt.

All that can be claimed in this investigation is that the measures are as valid and reliable as any which could be employed at the present time and under the circumstances which prevailed

36when they were selected.

Of course those "who are unreasonably severe in their criticism of such measures are often guilty of erring in the other extreme. It has been maintained time and again that the average of all measures having a validity of seventy only provides for thirty percent forecasting efficiency over mere chance. Yet those same critics would not consent to employ dice in a game of chance where each die is weighed only ten percent in either direction. So in this, as in all other matters, the rule of reason tempers the discussion and inter­pretation of statistical data.

CHAPTER IVTHE SUBJECTIVE ELEMENTS COMPRISING A SECQLTDAKT-SCHOOL PUPIL’SAFFECTIVE ATTITUDES TO'VARP THE COMPULSION-TYPE TEACHER:

Courtis has given the " Compulsion-Type " teacher her name and describes her classroom activities as follows, in his un­published pamphlet, "Standards of Methods"'1' and again in Brueck- ner's "Scales For The Rating of Teaching Skill":

"The subject-matter is organized wholly in terms of logical arrangement, usually of text-book arrange­ment. It is presented either orally or by text, with or without some explanation by the teacher. Pupils are expected to study same and learn it by heart. The recitation consists in having the children give back what they have learned. Usually thd form in which it is given must be exactly that of the text. Much de­pendency is placed on repetition, review, and drill. There is complete teacher-domination and control and almost perfect attention because of rigid discipline maintained by teacher by force. Results in terms of knowledge are emphasized. Respect and unquestioning obedience are demanded of children."

The aforementioned description of Courtis-'5 presents a rather complete picture of what has been traditionally denominated the "strict" teacher. Contentions as to whether this type of teach­er has any legitimate place in a democratic school system forms no part of this dissertation since Brueckner^- found her counter­part prevalent enough in public schools to warrant inclusion here with the other less rigid, more “progressive" types. This gener­al description of the so-called "Compulsion-Type" Teacher comprised

1 ’2 ’5 ’4 L. J. Brueckner. Scales For The Rating of Teaching Skill . University of Minnesota Press, Minneapolis, Minn. 1929*

38Form A., Type I of the folder which was administered as a test to the subjects of this investigation.

One of the teachers visited hy Brueckner1 and his jury be- oause of her high rating by supervisors appears in the author's own "Scales For Rating Teaching Skill". As an example of what may be expected of this type of teacher she is described as f blilbws:

"The teacher was a rigid disciplinarian. Every child was compelled to keep in perfect order, to sit rigidly in the standard position, to pay absolute attention to everything that was said, and to strive ’ to acquire perfection in all his work.

Every child worked during his study period at his top speed, because the lesson assigned was sufficiently difficult to require it, and the compelling force back of the command made by the teacher to know these impor­tant facts served to make everyone sit up and concen­trate on what he was doing. On the other hand, if the material was difficult, the lessons assigned were short, so that it was possible to learn them.

Papers were marked with care, every "i" not dotted and every "t" not crossed being noted and later correct­ed by the pupil. Answers to questions which were not in the exact language of the book were counted wrong, and there were no supplementary readings or discussions. Any child could ask any formal question he wished about any­thing he did not understand, but the question had to be asked during the study period, not during the recitation.

The teacher was absolutely fair and Impartial, knew every pupil's weakness and success, held herself up to the standards set for the class. Deliberate misbehavior was sure to receive swift and vigorous punishment; failure to learn meant additional drill.

There was much well organized drill and review. Glass questioning was vigorous and snappy and enjoyed by the en­tire class. When the study of France was concluded, the children could^answer any question on the continuous list which the teacher had given without hesitation and with no deviation from the words of the text."

This teacher' s description was taken as a model of Type I, the

1L. J. Brueckner, "Scales For Rating Teaching Skill". University

of Minnesota Press, Jlinneapolis, Minnesota, 1929.

3 9so-called "Compulsion-Type" Teacher by the unanimous vote of Brueckner1judges. It will be seen from the aforementioned description of standards and objectives of the "Compulsion- Type" Teacher as delineated by Courtis in Brueckner’ s Type I that she fits into this type perfectly. This teacher was classified under Courtis "Compulsion-Type" by the unanimous vote of Brueckner's jury of one hundred and fifty competent supervisors. It was, therefore, chosen as "Teacher A" in Form B of this investigation.

Two folders comprising forms A & B were administered to the same subjects at Intervals of one week apart and the re­sults were then correlated for similarity of response as a test of reliability. The results of the responses of the in­dividual groups of subjects will be set forth in this chapter.

Neurotic-Tendency As Related To Punll-Llke. Dislike Or In­difference Toward The ComnulsIon-Type Teacher.

Neurotic tendency in this study means a high percentile score on the Bernreuter "Scale to Measure Neurotic Tendency" as contained in. the Bernreuter Personality Inventory. The author of this Scale describes this personality trait in his "Manual For the Personality Inventory" as follows;

"Scale B]_ N is a measure of neurotic-tendency.Persons scoring high on this scale tend to be emo­tionally unstable. Those scoring above the nfcnety- eighth percentile would probably benefit from psy­chiatric or medical advice. Those scoring low tend to be well balanced emotionally."

1L. J. Brueckner, "Scales For Rating Teaching Skill". University of Minnesota Press, Minneapolis, Minnesota.

40This, then, is the description of a type o.f personality

which is considered by many to be sensitive to the compulsion- type teacher. It becomes a discussion very pertinent to the objectives of mental hygiene in the school to inquire whether the neurotic likes, dislikes or is indifferent to this type of teacher and her manner of classroom control.

Several techniques were followed in studying the possible relationship existing between a pupil's neurotic tendency and his preference for the compulsion-type teacher. As was set forth in previous chapters the subjects were confronted with all of the types of teachers of social studies and also the four models of each type as they were described in Brueckner's Rating Scales. Not only were the subjects required to encircle the words " like ", "dislike" or "indifferent" under each type according to their predilection but were required to rank the type and model which they liked best. Each pupil was given a score according to the type which he or she ranked best. Those ranking Type I or model-teacher A as best liked were assigned a score of one hundred, those choosing Type II seventy-five, those choosing Type III, a score of fifty and those who chose the last type were assigned a score of twenty-five. All this was on the assumption that the four teacher-types and the models which rep­resented them were four equally spaced gradations and therefore, were representative of percentile ranks. These scores were then correlated by the Ayres' variation of the Pearson-Product Moment Coefficient of correlation for ungrouped series with percentile scores on the Bernreuter Personality Neurotic-Tendency Scale.

4lThe Ayres technique made it possible to employ tables of squares "Ready-Reckoners" and comptometer machines fox' the c omputing of 0 eviatlons, standard deviations and product-moment coefficients Of correlation.

Since the application of the Product-Moment Method of Cor­relation is contingent upon the existence of variability in both series being correlated and since such could not be postu­lated of the teacher-types, it becomes expedient to employ other methods of correlation also, and. thus to supplement the product- moment correlation results. If the teacher-types were not vari­ables as was assumed above for the sake of reasoning then they must be attributes as was hypothecated by Courtis when he separ­ated them in his unpublished "Standards of Method." Such being the case in order to satisfy all doubt, it became necessary to employ a method of attribute correlation.

Four-place tables were constructed and the pucils were class­ified according to high rank in the trait studied and liking for the teacher-type under consideration, high rank and dislike, low rank and like and finally the last cell and its coordinates were dislike for the teacher-type and low in the trait being correla­ted. It will be noted that high rank in the personality trait studied becomes the horizontal axis while like and dislike serve as the vertical or "y" axis.

After classification tables were constructed and data were then treated by the Pearson-Cosine Method1 for Attribute Correla­tion.1

Charles W. Odell, "Statistical Method in Education". D. Apple- ton-Centraay Company, Incorporated. New York (1935).

Finally, since the relationships involved might or might not conform to linearity or straight-line correlation it was decided to employ the causal-comparative method for analysis of data. All above the ninetieth percentile in each trait were considered as "high” and all subjects below the "tenth percentile" in each trait as low. These were then compared by employing Mill's so-called "Causal-Comparative Method of Research".^ According to this method the presence or absence of like, dislike or indifference for each type of teacher in the two groups was noted. Since "like", "dislike" and "indif­ference" appeared in both groups it became necessary to com­pute the percentage of the high students who expressed each of the three attitudes for the compulsion-type teacher*

1 Westaway, F. W. "The Scientific Method Its Philosophy and Its Practice" London. Blackie and Son. 1919* p» 207*

43Dlfferencea Between Paroghlal And Publics Seoondarv-School

Pupils In The Relationship Existing Between Their Neurotic Ten­dency And Attitude Toward The Compulsion-Type Teacher.

The various correlations between neurotic-tendency and attitude toward the "Compulsion-Type Teacher" are tabulated below.

Table IIICorrelations between Neurotic-Tendency and Attitude Toward The Compulsion-Type Teacher.

Type Of Group Type of Correlationi}i Variable Correlation : Attribute Correlation1tf1

Product-Moment "r" [Median Dich.iI . . .

DecileDichotomy

5 HJ :Public Schl. Boys -t.02±.07 ! .00Paroch. " ti -f.03Ji07 - .31^.06Public " Girls + .05t.07 4.45* .05 i

kl Paroch. " n -f .144.06 ~ .05^.07Suburb. “ Boys .00 |

S Urb. "si

it ' •tl.OQt *00^Paroch. "

: ^Public " : Paroch. "

iiGirlsii

>

-4.4Gd-.l6■ja.oot.ooS-.33>.13

Key for TablesThe first four horizontal rows and also the first two vertical

columns are based on equated groups. The other horizontal rows as well as all measures appearing in the third vertical column are derived from unequated groups.

44The first vertical column contains Pearson Product-Moment Co­efficients derived from scores hased on the hypothesis that compulsion is a variable function of all of the teacher-types. The other two columns are based on the hypothesis that the types are four different absolutes. The middle vertical column assumes the median line as separating the two dlchotomous groups while the last column contains attribute coefficients where the highest and lowest tenth percentile comprise the two dichoto- mous groups. All subsequent correlation tables are to be read in the same' manner.

1 2According to the Standards set by Rugg and Me Call all of the correlations tabulated above are low with the exception of the two public secondary-school groups producing a perfect positive correlation. It also becomes apparent that more con­sistent results have been accomplished by employing attribute correlation where the highest and lowest deciles are assumed to be the dlchotomous groups. However, great care must be em­ployed in the use of this technique as it presents its own pecu­liar pitfalls which will become apparent from time to time in the exposition of this dissertation. For example a four-place

1 Harold A. Rugg. ’’Application of Statistical Methods To Eudca- tlon". Houghton Mifflin Company, New York, 1917*2 William A. Me Call. "How To Experiment in Education". Houghton

Mifflin Company. New York, 1923.

45table, the products of the coordinates of which produce zero, calls for a correlation of 1.00. But this could also be had, if all four cells were zero or If only one or two such cells contained as little as one or two cases. The probable error, therefore, becomes an essential element in interpretating this kind of correlation-coefficient while the rule of reason is to be apolied rigorously to eliminate as many absurd results as possible. Moreover, just because a mathematical formula pre­sents satisfactory numerical results is not absolute proof that such results represent reality. For the history of science is replete with instances where patients were cured by applying false theories which worked but were later disproven as scien­tific facts.

However, attribute correlation employing decile dichotomy, barring the two exceptional cases indicates a positive relation­ship between neurotic-tendency and liking for the compulsion- type teacher.

But the somewhat contradictory general results of the dif­ferent kinds of correlation coefficients can be compared with the results of another process. It will be remembered that an analytical comparison has been rendered possible by grouping the subjects. It has thus become possible to determine what is the prevailing attitude, if any, of the neurotic-secondary-school pupil. It likewise becomes possible to note the trends in the

46attitudes of the different environmental groups. Tahle IV sets forth the percentage of the neurotic subjects who have expressed each attitude as well as the different groups equated and examined.

Table IVThe Percentages Of Neurotic And Non-Neurotic Secondary-School Pupils Expressing Each Attitude Toward The Compulsion-Type Teacher.

Boys Girls

Like High Low

Dislike High Low

Indiffer. High Low

Surburban Pub. Urban Pub. Paroch.i Public ?aroch.11 1/912 1/2 66 2/3 62 1/2 22 2/9 25

15 5/13 0

76 12/13 1007 9/13 0

16 2/7 33 1/3 84 5/7 66 2/3 0 0

r 60040633/190

36 16/19

L4 2/7 L3 7/11 35 5/7 31 9/110

4 6/11

The most significant trend as illustrated by Table IV is that both the neurotic and non-neurotic pupils appear to dis­like the compulsion-type teacher. Otherwise, there is verylittle tendency for neurotics to express different attitudes toward the "Compulsion-Type" Teacher.Summary. Except for a very small part of the evidence there does not seem to be any reason to believe that there is a relation­ship between the neurotic tendency of a secondary-school pupil

4 7and his or her attitude for the "Compulsion-Type" Teacher. Therefore, it is not to be concluded that liking for the "Compulsion-Type" Teacher is a symptom of neurotic-tendency or is dislike for this teacher-type a.:.sign of mental health. Nor is the reverse true, either.

Differences Between Parochial and Public Secondary-School With Respect To The Posalble Relationship Existing Between Self- Sufficiency and Attitude Toward The Compulslon-T~/pe Teacher.

In his "ilanual For the Personality Inventory", Robert G. Eernreuter describes self-sufficiency as follows:

"Scale Bo3 is a measure of self-sufficiency. Per­sons scoring nigh on this scale prefer to be alone, rarely ask for sympathy or encouragement, and tend to ignore the advice of others. Those scoring low dislike solitude and often seek advice and encouragement."

This would seem to be the description of a type of person­ality which should be affected by the "Compulsion-Type" teacher and her methods of classroom management.

The same procedures were followed with the "Self-Suffic­iency" measures as were followed in the previous study of the possible relationship between "Neurotic Tendency" and attitude toward the "Compulsion-Type" teacher. Since these procedures were fully described previously in this chapter and in earlier chapters, it would be needless repetition to expand.them further, here.

4 8Correlation-Coefficients representing the relation ship

existing between self-sufficiency and attitude toward the “compulsion-type" teacher are fully reported in Table V.

Table VCorrelations Between Self-Sufficiency and Attitude Toward The Coaroulsion-Type Teacher.

r

QUif-<CQTLu

£QJl*04

Type of group Type of CorrelationVariable Correlation Attribute Correlation

Product-Moment "r"

Public School Boys Paroch. “ Boys Public " Girls Paroch. " "Suburban Pub. Boys Urban Pub. Boys Parochial Boys Public Schl. Girls Paroch. " "

.03 ±.067

.15±.0659

.00

.04 Jto67

Median Dichotomy (Decile Dicho- _______________ j tomy_____ ;

.27^.06

. 7 0;£. 03

.I6J.Q67

.031*067.091.21 .00

1.00 .00 1.00 .00 ~.4o+.17

The results as gleaned from the Product Moment Formula would be described by Rugg- as positive but low. The attri­bute correlations employing the "equal-halves" or "rnedian- dichotomy" were not significant. But the correlation coeffic­ients for the public school Boys was .27* Rugg2 would consider this as positive, present but low. The coefficient for the1&2

Harold 0. Rugg. "Application of Statistical Methods To Educa­tion". Houghton Mifflin Company. New York. 1917

49Parochial School Boys was-f .70?.03* The low prob&ble error gives this coefficient some significance and to quote Odell,'1’

"With the present limitations on *duo»tional testing few correlations in testing will run above .70 and it is safe to regard this as a very high coefficient."

The results based upon a comparison of the highest tenth per­centile are even more inconsistent. The coefficients for the Public School Boys are meager, indeed. The Parochial-School Boys and the Public School Girls present a correlation coef­ficient which is supposed to represent identity v.rhi -L G IG Parochial School Girls yield a coefficient which is against all other trends. The coefficients, on the whole, show a posi­tive trend. In most cases, however, they were low. As can be seen from a perusal of Table V, there is too aiuch inconsistency for prediction. Here, as in the previous trait, the sole value of these measures is for comparison purposes.

Table VIThe Percentages of Self-Sufficient and Non Self-Sufficient Secondary-School Pupils- Expressing Each Attitude Toward "Compulsion"._______________________________________________

Boys GirlsSub. Pub. Urban Pub. Paroch. Public Parochial

Like High 25 12 1/2 16 2/3 33 1/3 0Low 28 4/7 3 1/3 0 0 5 15/17Dislike High 50 87 1/2 66 2/3 50 75 2/3Low 71 3/7 33 1/3 100 100 88 4/17

Indifferent High 25 0 16 2/3 16 2/3 25Low 0 8 1/3 0 0 5 15/17

1Charles A. Odell. "Statistical Method in Education". pp.l43- 208. D. Appleton Century Company, New York, 1935.

From the results In Table VI it becomes apparent that, in this trait as in "Neurotic-Tendency" the majority of both the "Self-Sufficient" and "The Non-Self-Suffioient*' dislike thd "Compulsion-Type" Teacher. However, there are certain slight trends which are noted here and did not appear in the tabula­tion for the previous comparison. There is a rise in the per­centage of those who dislike the "Compulsion-Type Teacher" from suburban public to urban public to urban parochial secondary- school boys. It would appear from this meager evidence that type of school and type of community have some slight Influence on the size or degree of any possible relationship which may ex­ist between self-sufficiency and preference or dislike for the compulsion-type teacher. The tendency for the subjects who scored low on the self-sufficiency scale to dislike the "com­pulsion-type teacher" increases from Suburban Public School Boys, to Urban Public School to Urban Parochial School Boys, to Public School Girls, and to Parochial School Girls. There is a corres­ponding descrease in the number of the non-self-sufficient to like the "compulsionstype teacher" in the same manner. The strik­ing similarity between the Parochial School Boys and the Public School Girls in having all of their non-self-sufficient dislik­ing the "Compulsion-Type Teacher" while not identical in other traits and trends does lend some credence to the high attribute correlation of these groups in the "Decile Dichotomy" column of Table V. It will be remembered that these two groups produced coefficients which signified perfect agreement. .However,

although the percentages indicate that these were not chance correlations, there would appear to be other unmeasured fac­tors Influencing such correlations. It will also be remember­ed that the Parochial School Group were the only negative cor­relation in the whole table. A comparison with other percentage groups discloses a like atypical trend.

Summary. For all purposes of prediction the correlation coefficients between self-sufficiency and preference for the "Compulsion-Typfe Teacher" yield results which are insignificant, Although some of the coefficients are extremely high, they would appear to be composites of several Interrelationships and to be conditioned by environmental conditions and other factors not accounted for in this study. Whatever relationships do exist seem to vary slightly with type of school and type of community. Sex does not as yet appear to operate as a single element but apoears from the data analyzed to operate in a complex manner on the other elements such as type of school and type of community. It will be remembered that It is not the purpose of this investi­gation to determine how sex and community or how sex and school- type operate to condition Judgment or attitude. To do this would take a status survey of national scope carried out by a govern­ment agency.

Differences In Affective Attitude Toward The "Comoulslon- Type Teacher" As Manifested By the Introverts and Extroverts _ of Both Parochial and Public Secondary Schools.

Introversion,like the other traits isolated for comparison and study in this chapter defined in the "Manual For The Per­sonality Inventory" by Robert G. Bernreuter under the B^I Scale:

52"This is a measure of lntroverslon-extroversion.

Persons scoring high on this scale tend to be Intro­verted; that Is they are Imaginative and tend to live within themselves. Scores above the ninety-eighth percentile bear the same significance as do similar scores on the B, N Scale. Those scoring low are extro­verted: that is, they rarely worry, seldom suffer emo­tional upsets, and rarely substitute day-dreaming for action."

Above is a description of the type of person who is re­ferred to by his acquaintances as a "dreamer". From this class come the artists, .naulptors, artists, dramatists, and novelists. His opposite is the man of action, the soldier, the statesman, the actor, the leader and the orator. It is an aspect of the investigation which should be promising indeed in anticipation of real discoveries.

Correlation Coefficients for the determination of the pos­sible relationship existing between a secondary pu-oil’s emo­tionalized attitude toward the "compulsion-type teacher" are presented in Table VII.

Table VIICorrelations Between Introversion and Attitude Toward The "Com- pulalon-Type Teacher"_________Type of Group ___________ Type of Correlation____;______

-Variable Correlation! Attribute Oorrelatlo

Public School Boys Paroch. " "Public " Girls Paroch. " "Suburban Pub. Eoys Urban Pub. Boys Paroch. Boys Public School Girls Parochial Girls___

Product-Moment •' r" Median Dichotomy-h .03± .0 '7 04:*. 067 -.10*. 066

+. 12±.066 +.31^.060 -4. 22 ±. 0641 ..-.tPi&ii&L.

Decile Dichotomy

+.37+.19 ■»L.00+.00 t. 00

f ..00±.0012 jr. 25

53It can be seen from the above results that the correla­

tions increase in magnitude and in consistency but not nec­essarily in validity in going from variable correlation to attribute correlation. It must be borne in mind that at­tribute correlation is a comparison and not a correlation properly so-called. Attribute correlation is a rough esti­mate of the tendency of the two factors to vary in the same or opposite directions. It is the numerical correlative of the causal-comparative technique. It is well adapted to this type of study but caution is necessary in interpreting re­sults obtained therefrom. With but two exceptions all of the correlation results are low. However, there is a tendency for most of the results to be positive. This means that, in gen­eral, there is a tendency for the introvert to prefer or for the extrovert to dislike the "Cornpulsion-Type Teacher'* although the trend is slight.

Table VIIIThe Percentages Of Introverted and Extroverted Secondary-School Pupils Expressing Each Attitude Toward the "Compulsion-Type Teacher".

Boys G-lrlsSuburb.Pub. Urb. Public Paroch. Public Parochial

Like High 14 2/7 11 1/9 11 1/9 37 l/2 15 5/13Low 7 1/7 0 16 2/3 0 14 2/7

Dislike High 57 l/7 88 8/9 88 8/9 62 1/4 84 8/H3Low 78 4/7 100 83 1/3 73 1/3 85 5/7

Indlffer. High 28 4/7 0 0 0 0Low 14 2/7 0 0 26 2/3 0

According to the results tabulated above while both intro­vert and extrovert, alike, dislike the "Compulsion-Type" teacher,

5 4there is a greater percentage of the extroverts who dis­like her than there is of the introverts. This confirms in general, the slight tendency for the introverts to cor­relate positively with attitude toward the "Compulsion- Type" teacher. There is further confirmation for the co­efficients of correlation in the .somewhat similar trend be­tween the Urban Public School Boys and the Public School Girls.

If the results for the boys are taken, alone, there are significant differences between the Suburban Public School G-roup and the two Urban Groups of Public and Parochial School Boys. In genera}.,it might be said that the Urban Parochial School Boys are more clearly like the Urban Public School Boys in the number of introverts who like, dislike, and are indifferent to the "compulsion-type teacher" than are the boys of the Public Schools who resided in different areas. As the Public School Girls were nearly all from the suburban area while the Parochial School Girls were all from the Urban Par­ochial Secondary-School, the differences between these two groups would appear to be accounted for in the same manner as those of the boys.Conclusion. Coefficients of Correlation produce very meagre results. However the trend is slight but positive. There is a tendency for the Extrovert to dislike the "Compulsion-Type Teacher" far more than for the "introvert". The trend is slight, however, and for all practical purposes of prediction it is necessarily nil. Percentage comparisons show that most

5 5secondary-school pupils dislike the "Compulsion-Type" teacher without regard to personality, or type of community. However, there is a slight tendency for the number of Introverts who like and dislike this teacher-type to vary slightly with type of school and to vary considerably with type of community.Sex differences do not seem to be very apparent. The relation­ship between extroversion to vary with preference or dislike for this teacher-type appears to fluctuate even more than does introversion with community and school differences. In con­clusion it might be said that such environmental differences as community differences have as much influence on attitude toward the "Compulsion-Type Teacher" as introversion or extro­version.

Differences In Affective Attitude Toward The"Oompulslon- Type Teacher" As Manifested By The Dominant And Submissive Pu­pils Of Both Parochial and Public Secondary-Schools.

This becomes a very interesting comparison since a dominant person according to sound logical deductions should resent the "Compulsion-Type Teacher". Bernreuter describes this scale as "A measure of dominance-submission". Persons scoring high on this scale tend to dominate others in face-to-face situations. Those scoring low tend to be submissive.

It is to be expected, therefore, that those who score low on this scale would not dislike the"compulsion-type teacher" nearly as much as those scoring high since the low scorers are described by Bernreuter as "Submissive". Therefore correlation coefficients should be negative and high. How true these "A priori" conclusions are can be seen from the following results.

56Table IX

Correlation Between Dominance and Attitude Toward the "Compul- aion-Type Teacher."

Grouo Type of Correlation iVariable Correlation Attribute Correlation

Product-Moment"r" Median Comp. ; Decile Comp.Public School Boys !-~.05±.067 i 0 ;

3Parochial " u -.16+.065 + .31±.060JJ*Public School Girls -.04±.067 0

aParochial " ii + • 26 +.063 + .22+.064Sub. Pub. " Boys - .31*.12Urb. Pub. " Boys -l.oat.ooQ•uUrb. Paroch. Boys - .88*. 03b-Sub. Pub. Girls - .37+.14li/Urb. Paroch. i + l.OOi.OOOf

From the results contained in Table IX It can be seen that the expectancy of negative correlation between "Dominance" and preference for the "Compulsion-Type Teacher" is only partly sup­ported by Product-Moment Correlation, is entirely refuted by Attribute Correlation where, according to Odell's suggestion the Median line becomes the criterion of dichotomy and is almost com­pletely corroborated by the attribute correlation where, accord­ing to the investigator's plan, the two dichotomous groups are selected from the highest and lowest deciles on the basis of the entire group. Again, it must be pointed out, in this trait as in other previous traits, the Parochial Secondary School Girls are the atypical group in this as in other previous trait-com- parisons, regardless of which of the three types of correlation

w e r e e m p l o y e d .Table X

The Percentages Of Dominant and Submissive Secondary-School •Pupils Expressing Each Of The Three Attitudes Toward The "Compulsion-Type Teacher."

iBe?ys Girls

! Suburb. Pub. Urb. Public Paroch. Public Parochial1 :

jLlke HiKh 1.25 0 21 3/7 12 1/2 0Low

i33 1/3 7 1/7 90 10/11 33 1/3 14 2/7

Dislike Hitth 62 1/2 87 1/2 73 4/7 68 3/4 92 6/7Low 33 1/3 85 5/7 9 1/11 66 2/3 57 1/7

Indlffer. Hifch? 12 1/2 12 1/2 0 18 3/4 7 1/71j Low 33 1/3 7 1/7

- - - - - - - - - - - - - - - - - - - - - - - - - - - -

0 0 28 4/7

A perusal of the results compiled in the above table shows the marked trend for the Parochial Secondary-School Boy of sub­missive tendency to prefer the compulsion-type teacher and the extremely few submissive Parochial-School Boys who dislike this type of teacher. Parochial School Girls show a very different trend. The large percentage of dominant puoils of all groups who expressed a dislike for the "Compulsion'^Type Teacher" tends to corroborate the findings of correlation coefficients previous­ly noted. The “indifferent" group presents an interesting' basis for comparisons. It would appear from the complete lack of in­difference on the part of the Parochial Secondary School Boys of both the dominant and submissive groups, that the Parochial Secondary School Boys have no doubts as to their choice in this matter. This complete lack of indifference or doubt could have

58been attributed to a greater first hand knowledge of such teach­ers if it were not for the fact that the Parochial Secondary School Girls showed no such lack ofi indifference. It cannot be concluded therefore that such lack of indifference is due solely to attendance at a Parochial Institution. It might be due to this factor but it also seems to be modified slightly by sex dif­ferences. However, the Parochial-Secondary■School pupil is prob­ably better acquainted with this type from experience than is the Public School pupil. Therefore, strong attitudes have been de­veloped more completely.Conclusion. It would appear from the data at hand that the Domi­nant Secondary-School Pupils do not like the Compulsion-Type Teach­er. Of course, neither do the vast majority of the submlsslve- Secondary-School pupils. But the trend for the Dominant to dis­like her is greater. The Submissive Parochial School Boy shows a very definite liking for this type of teacher while more of the Submissive of all groups prefer the "Compulsion-Type Teacher" than the Dominant. Public Secondary-School Pupils from the Suburban. Public Secondary-School show a greater lack of consistency and first hand, experiential knowledge of this type of teacher than either the Public or Parochial Pupils from the Urban communities. The Cosine Method of Attribute Correlation where the highest and lowest tenth percentiles are considered as the Dominant and Sub­missive respectively presents the most promising results in com­paring this trait with this teacher type with the single excep­tion of the results based on the Parochial Secondary School Girls which has been the atypical group in previous comparisons, also.

59To sum up, therefore the Dominant Secondary-School Pupil strongly dislikes the 11 Compulsion-Type Teacher" while the Submissive Pupil dislikes her also but is more indifferent.

Differences In Affective Attitude Toward "The Compulsion-Type Teacher" As Manifested By The Self-Confident Secondary-School Pu­pils Of Both Parochial and Public Secondary Schools.

Bernreuter defines his Scale, F- C as, <"A measure of confidence la oneself. Persons scoring

high on this scale tend to be hamperingly self-conscious and to have feelings of inferiority; those scoring above the ninety-eighth percentile would probably benefit from psych­iatric or medical advice. Thbse scoring low tend to be whole' ly self-confident and to be very well adjusted to their en­vironment."

This is one of the scales' developed by Flanagan who is noted for his factor analysis of the various elements or factors com­prising the Eernreuter Scale.

Table XICorrelation Between Self-Confidence and Attitude Toward The"Compulsion-Type Teacher"

• Grout)!! Type of CorrelationVariable Corr. Attribute CorrelationProduct Moment"r" Median Comparison Decile

Comparisonso

l4J

Pub. School Boys Paroch." Boys Pub. " Girls Paroch." Girls

4.09 i.067 -.021.067 -.021.067 +.164.066

0-.71^.0+95

0-.31+. 061s11

Sub. Pub. BoysUrban Pub. Boys Urban Paroch. Sub. Pub. Girls Urb. Paroch. "

+ .77+.08+ 1.004.00 - .314.12 4 .31-1.12 -1.004.00

60According to the results contained in Table XI there is

no consistent trend for "Self-Confidence" to vary in a single direction with attitude toward the "Compulsion-Type Teacher". Product-Moment correlations seem to be contradictory, but the other two methods of attribute correlation show a trend for the Parochial Secondary-School Pupils to correlate negatively on these traits while the three Public Secondary-School Pupil Groups produce positive correlation coefficients, if they show any correlation at all. It ca.n be concluded, therefore, that Self-Confidence does not correlate either positively or nega­tively with pupil attitude for the "Compulsion-Type Teacher" but that the Parochial Secondary-School Pupils1 attitude toward the "Compulsion-Type Teacher" correlates negatively with their own score on Self-Confidence while the Public Secondary-School Pu­pils 1 preference for the "Compulsion-Type Teacher" correlates positively with their own standing on the Self-Confidence Scale of the Bernreuter Personality Inventory.

It would appear from the correlation-data that differences as to type of school are accompanied not only by changes in the degree of such a relationship but even in the nature ofddlrec- tion of the relationship. Environmental differences would appear to be more significant in these trends than the intrinsic or subjective trait Isolated for study.

61Table XII

The Percentages Of Self-Confident Secondary-School Pupils Ex­pressing Each Of The Three Attitudes Toward The "Compulsion- Type Teacher."

Boys GirlsSub. Public Urban Pub. Urb. Paroch. Public Paroch.

Like High Low

Dislike High Low

Indiffer. High Low

37 1/2 10 50 70 12 1/2 20

18 2/11 0

72 8/11 85 5/7 9 1/11

14 2/7

13 1/3 3086 2/3 70 0 0

3011 1/9 7055 5/9 033 1/3

10 10/19 18 2/11 89 9/19 31 9/H

00

In general, it might he said from an analysis of the per­centages of the self-confident, and the well-adjusted groups that the high scoring pupils who prefer the "Compulsion-Type Teacher " to he of greater magnitude in the suburban groups as compared with the urba.n groups. There is a tendency, also, for the girls to produce lower percentages under this category than the boys. How­ever, the "self-conscious1* and the well adjusted both dislike the "Compulsion-Type Teacher". Differences between Parochial and Pub­lic Secondary-School Pupils are also, apparent.Conclusions. In this as in several of the other trait-comparisons previously made, environmental differences are as great, if not greater than the relationships between the trait and the expressed attitude toward the teacher-type isolated for study.

62Differences In Affective Attitude Toward The "Compulslon-

Tyne Teacher11 As Manifested By The Sociable Pupils Of Both Parochial and Public Secondary Schools.

According to the description contained In the "Manual For The Personality Inventory" it is a measure of Sociability.

"Persons scoring high on this scale tend to be non­social, solitary, and Independent. Those scoring low tend to be sociable and gregarious."

Table XIIICorrelation Betwedn Sociability and Attitude Toward The "Com­pulsion-Type Teacher."

4*

Type of CorrelationVariable Correlation Attribute Correlation

|Product Moment"r" Median Compar. Decile

Compar.Public Schl.Boys Piq.roch. " " Pub. Schl. Girls Paroch." "

-l-.21i.064 “ .024:. 067 - .10-^067 + .13a-. 066

0+ .43d. 055 + .284-. 062 - .12+. 065

ij

§<

Sub. Pub. Boys Urb. Pub. Boys Urb. Paroch." Sub. Pub. Girls Urb. Paroch."

-1.00*.00 + .95+. 003

4 1 .00+.00 t .73+.09 ]-1.004^00 \

-

The correlation coefficients tend to disagree and are quiteinconsistent. Produet-Moment correlations will have to be dis­missed as of very little consequence. Median-comparison attribute

63correlation are hardly more significant. Three of the five groups correlated by the Decile Comparison Method of Attribute correlation show a high positive correlation. In these three cases, the probable error is quite low. As in neurotic ten­dency, the Parochial School Girls and the Urban Publie School Boys show an erratic trend. There would appear to be, there­fore, a tendency for preference for the "Compulsion-Type Teach­er" to vary directly with sociability as defined by Bernreuter.

Again, as previously noted the Decile Dichotomy Method of cor­relating Attributes produees higher coefficients than either of the other two methods of correlation. Variable correlation, as applied, here appears to be a very poor instrument for this type of problem.

Table XIVThe Percentages Of Sociable Secondary-School Pupils Expressing Each Of The Three Attitudes Toward the "Compulsion-Type Teacher".

Boys" 1

GirlsSuburb. Pub. Urb. Pub. Urb.Par, Public Paroch.

Like HiKh 0 50 14 2/7 30 0Low 7 9/13 3 13/29 0 3 1/8 8 2/6

Dislike HiKh 100 25 85 5/7 70 100Low 76 12/13 75 25/29 93 1/3 75 83 1/3

Indiffer.HlKh 0 25 0 0 0Low 15 5/13 20 20/29 6 2/3 217/8 8 1/3

According to the results as tabulated above there is no definite trend in any direction. It will be noted, however, that the Suburban Publio School Boys and the Parochial School

6 4girls, the two groups producing negative correlations are sim­ilar in percentage comparison also. A further comparison of the results as recorded for these two groups substantiates the correlations.Conclusion. In general, coefficients of correlation derived by product-moment "r" and median line dichotomy are contradic­tory. Coefficients based on decile dichotomy show a definite trend for the sociable pupil to prefer the "compulsion-type teacher". Here it will be remembered that "Sociable" means the highest ten percentile on Bernreuter’s and Flanagan’s Scale. According to Flanagan’s own definition "Sociable" means unsociable, i. e., "solitary, non social and independent."

Percentage comparisons do not show the usual environmental differences which v?ere apparent in traits that previously were examined in this Study.

Differences In Affective Attitude Toward The "Comoulslon- Tyue Teacher." As Manifested By The Intelligent Secondary-School Pupils Of Both Parochial and Public Secondary-Schools.

By intelligence is here meant the pupil's percentile score as determined by the Henmon-Nelson Advanced Intelligence Test. There being considerable controversy as to whether the bright or dull pupils prefer the "Compulsion-Type Teacher" this proposition becomes a pertinenttdiscusslon. The popular belief is that the intelligent boy or girl dislikes the "Compulsion-Type Teacher".As far as correlation-coefficlents between Intelligence and preference for the compulsion-type teacher is concerned, the findings of this investigation supported no such belief.

VNtQ

OATe

P OS\T£i>

65Table XV

Correlation Between Intelligence and Attitude Toward The "Compulsion-Type Teacher".

Grouo Type of CorrelationVariable Correlation Attribute CorrelationProduct Lloment"r"

Public School Boys Paroch. " "Public " Girls Paroch. “ "

-.09i 0495 + .22±.0475 — .27^.0625 -J-.28+.06212

Median Compar.+ .56+. 06864 +-. 12+. 04928 .00

- .59+* 06510

Decile Comp.

Sub. Pub. Boys Urban." " Urban Paroch" Sub. Pub. Girls Urb. Paroch."

No correla­tion + 1.0Qt.00

No correla­tionii it

+1.00+.00

The label "No correlation" occuring in Table XV does not signify that the coefficient is equal to zero. It will be re­called that certain warnings were voiced in the use of this cosine coefficient in previous chapters and it was said that certain pit­falls producing misleading results would be subsequently disclosed. This is an instance where such a coefficient would be repugnant to reason. To illustrate why the coefficients have not been included in the proper columns in Table XV, each correlative table will be reproduced below:

66Figure ISuburban Public Boys Urban Parochial Boys Suburban Pub. Girls

HL HD HL HD"" ’ [...... 5bt=0 | b-2 S 9,'-4 b-10

I i : II1

a=0 1 dr2 ! oIIo d-0LL LD LL LD

III

HL HDa-0 b=5

oiio d=lLL LD

Key HL High in intelligence and "like" for the "CompulsionType-Teacher" arnumber of subjects in this cell.HD High in intelligence and "dislike" for "CompulsionType Teacher", b^number of subjects in this cell.LL Low in intelligence and "like" for "Compulsion TypeTeacher", cznumber of subjects in this cell.LD Low in intelligence and "dislike" for CompulsionType Teacher", dinumber of subjects in this cell.Computation:

Formula For Cosine Vbo~~ _Coslne~/fVaA+i/fcc

I V7T o II ft III / r-75+Ttf ' VcT'-f VTS--- V W - .0

Interpretation: First, it will be noted that the numbers are .very low. This in itself raises the probable error and always leads the logical to suspect any correlation computed to be due to chance. Secondly, it will be noted that all of these cosines are equal to zero. If reference is made to Pearson’s table of cosines, cosine-zero has a correlation value of positive unity, that is 1.00 with no probable error. A quick glance at the above four place tables would dispel any such impression. If there be doubt in any one's mind as to the unreliability of such a con­clusion, let unity be substituted for the zeros in the cells and

67instead of a correlation in the nineties which would legiti­mately be expected by changing the zeros to unity, wide varia­tion and in most cases no correlation at all will be the result. The Investigator has set for this dissertation a rigid rule to be followed. If more than one cell in a four-place table pro­duces q zero frequency, then the correlation is not to be con­sidered a valid one. Thus, in subsequent cases where the terms “no correlation" appears it will be understood to indicate a like situation. Unity has also been substituted for every zero to determine if the correlation is due to chance.

It will be noted by examining the data in Table XV that no agreement exists as the coefficients appear to contradict one another. Nor can the tenth percentile dichotomy variation of the cosine method for computing the coefficient of correlation be relied upon because only two groups produced valid coeffic­ients. It becomes necessary, therefore to suspend judgment in the matter until further study with a larger number of cases and a newer and more improved technique for correlation is de­veloped.

Table XVIThe Percentage Of Intelligent Pupils Expressing Each Of The Three Attitudes Toward The "Compulsion-Type Teacher".

Boys Girls. Sub. Pub. Urb. Pub. Urb. Paroch. Paroch. Public

Like High Low

Dislike HiKh Low

Indiffer. Hi*l Low

0L°10050050

5 11/13 080 10/13 5015 5/1350

28 4/7 0

71 3/7 85 5/7 014 2/7

7 9/13 084 8/13 507 9/13 50

00

83 1/3 10016 2/3 0

The above results as all previous results Indicate first

68that a majority of all secondary-school pupils dislike the "Com­pulsion-Type Teacher". However, there are slight trends which may he noted. Almost none of the highest pupils have expressed themselves as liking the "Compulsion-Type Teacher". More of the high-intelligence group dislike the "Compulsion-Type Teacher" than the low-intelligence group.Conclusions. Regarding the relationship between intelligence and attitude toward the "Compulsion-Type Teacher", there is very little trend in any direction. Correlation coefficients are unusually unreliable in this particular comparison. Percentages proved to be little better than the correlations.

Differences In Affective Attitude Toward The "Compulsion- Type Teacher" As Manifested By The High And Low Socio-Economic Groups Of Pupils Of Both Parochial And Public Secondary Schools.

Since it was impossible to interview everyone of the six- hundred secondary-school subjects involved, in order to test them on the Sims Socio-Economic Status Score Card, it was decided to use the information gained from the Vineland Social Maturity Blank Registration Cards, personnel records and other records already available for each pupil.

Sims has described the nature and purpose of the " Socio- Economic Status " Scale in his "Manual of Directions" as follows:

"The score card was developed for the purpose of providing a simple, convenient and objective device for ascertaining and recording the general cultural social and economic background furnished by the homes of scho.ol children. The need for such a device is clearly evident to anyone who has had occasion to apply almost any educa­tional or psychological test to pupils or who has been desirous of appraising the environments of children in various other connections. The obvious merit of the score card as a device is that it permits quantitative records

69and statistical comparisons. Hence, home conditions need no longer he recorded as ‘'average" or "poor" or "good", hut may he given a numerical rating that is certainly far more precise than the usual verbal characterizations."

Of course, it is not the purpose of this study to assign a score to each pupil. The pupils were merely designated as "high" or "low" and attribute correlations were employed to canvass whatever possible relationships might he expected to exist. Sims divides the occupations of family wage-earners into five grades. The professional men, proprietors of large business concerns and executives were considered as of the high­est level by Sims. Therefore, it was considered the "high" group in the two dichotomous groups for correlation by the Pear­son Cosine Method For The Correlation of Attributes. Sims' low­est group comprises unskilled laborers, common laborers, helpers, "hands", peddlers, varied employment, venders, "V7. P. A." workers, unemployed ("unless it represents the leisured class or the re­tired"). This group was taken as the "low" dichotomous group for the cosine correlation coefficient.

Since as Sims warns in his work, "The Measurement of Socio- Economic Status" a numerical score as such means but little in measuring this trait or complexus of similar traits it was deem­ed more appropriate to employ attribute correlation instead of Product-Moment Correlation. "Use of the word status", says Sims implies relative position, and it is well to recognize the fact that the condition being measured is usually of significance in connection with the group within which the child lives." The

70guidance officers in each school, therefore, assisted the in­vestigator in separating the pupils into two dichotomous groups of highest and lowest. These frequencies were then treated by the cosine method of correlation for a "Four-Place Table" ,

Table XVIICorrelation Between Socio-Economic Status And Attitude Toward The "Compulsion-Type Teacher".

§

Grouo Kinds of Attribute CorrelationMedian Comparison Decile Comparison

Public Schl.Boys Paroch. " " Public |j Girls

58-*.06636 +.22*.0641 -.90*.0190 .. +.161.0657

Suburb. Pub. Boys *+ .99J.002Urban Pub. Boys 11.001.00«Sub. Pub. Girls - 1.oca.00qrUrb. Paroch.Boys .00Urb. Paroch.Girls - .66;+.060ca -------4-------

In examining the coefficients recorded in Table XVII, there appears to be some inconsistency. There is evidence of two dif­ferent trends, THaen the median line separates the two dichoto­mous groups, the two public secondary school groups produced neg­ative correlations while the parochial school groups produced pos­itive correlations but when the dichotomous groups were taken as the highest and lowest tenth percentiles, the boys of both groups produced positive correlations while the girls of both groups negative correlations. It becomes necessary, therefore, to de­termine if ther^ is agreement between any two pairs of measures.It there is such agreement, then the results are probable, If there

71is not such agreement, then it becomes necessary to examine the two measures to determine which is the more probable result.

First, it will be noticed that the Public School Girls pro­duced a high negative correlation in both columns and that in both cases the probable error is negligible. The results of the Parochial School Boys are not contradictory either. Y/hile the decile comparison produced a positive but insignificant re­sult. The most flagrant contradiction is that of the Public School Boys. Median comparison is the less probably valid re­sult, as two other coefficients for Public-Secondary School Boys produce coefficients which are very high and positive. In gen­eral, the decile comparison is the more probable measure since its groups are truly dichotomous and therefore show real differences. This has already been indicated previously. However, it is true only when the frequency in three of the four cells of the four place table are greater than zero as has also been pointed out and demonstrated previously. In all of this no substitute or mechanical device has taken the place of the "rule of reason".

Table XVIIIThe Percentages Of The High And Low Groups In Socio-Economic Status Expressing Each Of The Three Attitudes Toward The "Oomnulslon-T.vne"._________________________________

Boys Girls 'Sub, Pub. Urb. Pub. Urb. Par. Paroch. Public

Like High 23 9/17 8 1/3 14 2/7 23 11/13 0Low 0 4 16/21 14 6/61 10 30/67 9 1/11Dislike High 64 12/17 75 75 47 37/39 69 3/13Low 72 71 3/7 81 42/51 57 21/47 69 23/33

Indiffer.HiRt 11 13/17 16 2/3 10 5/7 28 8/39 30 iq/13 21 7/33Low 28 23 17/21 3 17/61 31 43/47

By an analytical comparison of the percentages of the

72

economically high and low groups of each school, it can he seen that few differences exist. This is probably due to local conditions. If standardized national norms were used the same environmental differences would appear in the dis­tributions of the high and low who dislike, like and are indifferent to the "Compulsion-Type Teacher".Conclusions. According to the percentage comparison as well as the more probable correlation coefficients show that the nature of the relationship existing between preference for the "Compulsion-Type Teacher" varies with sex differences rather than differences in school type. The socio-economic- ally high boys tend to like her. These are general conclusions and are not to be considered operative in every single case. However, it would be preferable to keep the socially and econ­omically high girl out of the "Compulsion-Type Teacher's" class room.

Differences In Affective Attitude Toward The Compulslon- Tvne As Manifested By The Socially Mature And Immature Pupils Of Both Parochial And Public Secondarv-Schools.

There is no precise definition for Social Maturity. By Social Maturity is meant here, whatever is measured by the Doll "Vineland Social Maturity Scale". The inter-correlations be­tween all the elements of this investigation which will appear subsequently in a later chapter have produced some interesting results. The correlation between intelligence and social

73Maturity is-f•77»»04071. It would appear, then that Social Maturity and intelligence have much in common. This common factor has been found to be the chronological age of school pupils.1 Intelligence, regularity of school attendance and Social Maturity correlate highly 7/ith chronological age. Thus, chronological age cooperates to affect the magnitudes of such correlations as does a common factor in arithmetical products.

Table XIXCorrelation Between Social Maturity And Attitude Toward"Com-pulsion".

£Grouo Product Moment"r" Attribute Correlation

Median Compar. Decile Compar.§c

Pub. Schl.Boys Paroch." " Pub. "Girls Paroch." "

. 0 0 ±+.17±.0653 -.25^.0632 , 31i.06096

- .2&f.06216 +.16^.0657 .00-. 16+.0657

8a,«•

Sub. Pub. Boys Urb. Pub. Boys Urb.Paroch. SubbPub.Girls Urb. Par. Girls

. No correlation No correlation -t 1.00^.000 No correlation No correlation

The correlation coefficients recorded in Table XIX are socontradictory, that no credence can be placed in them. In this respect the correlation of this trait with preference for com­pulsion behaves in the same manner as did intelligence.

1George H. Reavis, "Factors Controlling Attendance In Rural

Schools". Teachers College, Columbia University, N. Y. 1922.

74Table XX

The Percentages Of The Socially Mature And Immature Pupils Ex­pressing Each Attitude Toward The "Compulsion-Type Teacher".

; Boys Girlsi

Sub. Pub. Urb. Pub. Urb. Par. Paroch. PublicLike Hi/di 0 0 50 0 0

Low 0 10 0 20 0Dislike HiKh 0 0 50 0 0

Low 0 80 100 60 100Indiffer.Hir.h 0 0 0 0 0

Low 100 10 0 20 0

A comparison of the percentages of the socially mature and immature groups of the schools involved shows the influence of type of school in combination with environment. The general tendency for all groups of students seems to be for the Socially immature to dislike or to be indifferent to the "Compulsion-Type Teacher".Conclusions. Correlation coefficients do not show any trend be­tween Social Maturity and preference for the "Compulsion-Type Teacher". Analysis of percentages shows that the socially im­mature of both sexes and all schools dislike the "Compulsion- Type Teacher" or are indifferent to her.

Differences In Affective Attitude Toward The Compulsion-_Type Teacher As Manifested By Pupils Of Both Northern And_____Southern European Ancestry.

75

The secondary-school pupils who "became subjects of this investigation were divided into two classes, those whose an­cestry came from Northern and Western Europe and those whose ancestry came from Southern and Eastern Europe. In this man­ner there was ar ough approximation to the two general trends of immigration. The northern and Western European represent­ing in a general manner the earlier immigration trends while .the Southern and Eastern group represented the newer immigra­tions .

Since it was not logical to consider these two trends or variables in a mathematical sense, no product-moment coeffic­ients were computed. The results therefore, represented in Table XXI are attribute correlations.

Table XXICorrelations Between National Origins And Attitudes Toward TheCompulsion-Type Teacher.

Group I Attribute Correlation\ Median Comparison Decile Comparison

Pub.SchliBoys ] — .41±;0563 Paroch.” " .00Of Pub. "Girls + .09^.06694j Parooh-" " -.28=t.062l6SubbPub. Boys -.99^.003

8 Urb. Pub. Boys t.681.11< Urb. Paroch." -.3W *12Sub. Pub. Girls — 31=*.l4

3Urb. Paroch." +.161.19

According to the d&ta tabulated in Table XXI, the results at first appear to be mixed or contradictory. Environmental and sex differences parallel differences in these coefficients. The high probable error w;ould indicate that the positive coefficients

76were probably due to chqnce factors. On the whole, the correla­tions may be described as unsatisfactory and leading to no valid conclusions.

Table XXIIThe Percentages Of Pupils Of Northern And oouthern European Origin And Their Expressed Attitude Toward "The Compulsion- Type Teacher".

ts£ Boys

....... —T1 Girls!

. . Sub. Pub.1

Urb. Pub. iUrb. Par. Paroch. PublicLike North j 10 12/31

i9 1/11 I

112 5/39 52 54/103 10 15/16

South i 10 1/11 o 5 15/17 19 43/103 7 1/7Dislike North 67 27/31 77 3/11 82 30/39 28 16/46 68 3/4

South 72 7/11 63 7/11 88 4/17 46 7/18 85 5/7Indlffer.North 21 23/31 13 7/11 5 4/39 18 3/4 20 5/16

South 17 3/11 36 4/ni5 15/17

34 43/47 7 1/7

The only definite trend is for a majority of both Northern and Southern groups to dislike the "Compulsion-Type Teacher" with the single exception of the Parochial-School Girls where the Northern group seems to prefer this teacher type.Conclusions. Both correlation coefficients and percentages render negative results. There is no evidence to support the proposition that there is a relationship between the pupil’s attitude toward the compulsion-type teacher and his or her national origin.Summary And Conclusion For Chanter IV.

1. There is very little evidence to support the contention that there is a relationship between a secondary-school pupil's

77attitude, for the "Compulsion-Type Teacher" and his or her own rating on .the"Bernreuter Neurotic Tendency Scale".

2. Environmental factdrs such as type of sohoil, that is, whether public or parochial, together with type of community, that is, whether urban or suburban has as much influence if not more upon the attitude of secondary-school pupils toward the" Compulsion-Type Teacher ", as the probable existence of any in­trinsic relationship between Self-Sufficiency and attitude toward the "Compulsion-Type" teacher.

3. There is a very slight tendency for the extrovert pupil to dislike the "Compulsion-Type Teacher" more than does the in­trovert. This tendency, however, differs with community differ­ences and .different types of schools.

4. As is to be expected, there is a greater tendency for the "Dominant" type of pupil to disllfce the "Compulsion-Type Teacher" than for the "Submissive" type pupM. Attendance at a parochial school would seem to influence the "submissive" boy to like the "Compulsion-Type" teacher. Parochial School Girls are different in this respect. Data, however, are not of a nature to warrant predictions in all cases and under different circum­stances.

5. The percentage of "Self-Confident" pupils who prefer the "Compulsion-Type Teacher" is greater In the Suburban than in Urban Secondary-Schools of this Investigation. It would appear, therefore, that environment plays as great, if not a greater role in attitude toward compulsion than any intrinsic relationship between Self-Confidence and such attitude.

786. Correlation coefficients derived from Product-Moment

" r " and attribute correlation assuming the Median as the line of demarcation between the dichotomous groups are con­tradictory. Attribute correlation assuming the highest and lowest tenth percentile as the dichotomous groups shows a definite trend for the non-sociable or independent-type pupil to prefer the "Compulsion-Type Teacher". Environment does not seem to affect this relationship.

7. There is no evidence to indicate that either the in­telligent or the low in Intelligence prefer or dislike the "Compulsion-Type Teacher".

8. The socio-economically high girls dislike the compul­sion-type teacher while the socio-economically high boys tend to like her. It would be poor mental hygiene to assign econo­mically high girls to a "Compulsion-Type Teacher".

9« There is no evidence to indicate that any relationship exists between "Social Maturity" and attitude toward the "Com- pulsion-Type Teacher" .

10. There is no evidence to support the proposition that there is a relationship between the secondary-school pupil’s attitude toward the compulsion-type teacher and his or her national origin.

79CHAPTER V

THE SUBJECTIVE ELEMENTS COMPRISING A SECONDARY-SCHOOL PUPIL'S AFFECTIVE ATTITUDES TOWARD THE " PREPARATION-TYPE TEACHER".

Courtis is also responsible for the name and description of the wPreparation-Type Teacher" which appears in Erueckner’ s "Scales For The Rating Of Teaching Skill."1 The description of the activities of this type of teacher is taken verbatim from this aforementioned scales and reproduced below:

"Presentation of subject-matter is determined by teacher1 s preparation rather than by text, although based directly on a logical outline of the text book arrangement. Teacher attempts to "predigest" the lesson and believes the amount learned depends upon her efforts and explanations. Much use is made of the five formal steps2 or other lesson-plan scheme. Less rigid discip­line is maintained than by the "Compulsion-Type Teacher" but more than by the "Motivation-Type Teacher". There is complete teacher control. The teacher "talks" down to the children and makes use of many tricks and devices. Recitations are mainly giving back of facts learned in response to questions and drill through repetition. More variation from the original or textbook form is accepted in the answering of questions than in the "Compulsion- Type Teacher" but the effect of teaching is Judged almost wholly in terms of knowledge and skill. This type of teacher is closer to the children in personal relations than the "Compulsion-Type Teacher" but maintains her place as "teacher", a person consciously "superior" to the child­ren in knowledge and ’virtue’."

The model for this type of teacher is the description of a teacher in the Minnesota schools who was unanimously Judged under this category by Brueckner' s Judges. The type descrip­tion comprised Type II of the folder administered as a test1

J. C. Flanagan, "Factor Analysis In The Study Of Personality" 103 pages photolith, Stanford University Press, 1935,$1.25.2

Herbart, Johannes Frlederich. In the first scientific formula­tion of teaching method (1841) laid down the’’five formal steps" viz., "preparation, presentation, comparison, generalization and application".

80while the description of the model appeared as Teacher 6 on the alternate folder which was also given to the pupils for their reaction. The description of Teacher B is reproduced here, verbatim from Brueckner' s Rating Scale.

•'The teacher carefully read all the material she could find on the subject of France in the school and city library and in her text and reference books. She made a detailed plan of her procedure, attempting first to prepare the children's minds by a thorough recall of apperception knowledge which would serve as a background for the new facts that were to be taught. In order to have the children get a better understanding of the new subject-matter the teacher had provided an abundance of illustrative material. She also showed them pictures of France and had a good set of stereoptican views. Each child had a stereoscope. While the children were look­ing at these views there was absolute silence. No com­ments were made, but the children were responsible for what was seen. The teacher had so skillfully arranged her material and directed her questions that the children very readily grasped the new unit of work. The children and teacher enjoyed their work, but there was no 'fooling'. Ah outline on the text prepared by the teacher was used as a basis for review work. The teacher carefully checked the results of her teaching and found that all of the children had a thorough knowledge of the facts she wished to emphasize."

The above descriptions are those of a teacher-type quite prevalent in our schools and in other subjects as well as geography. Many science teachers employ this "teacher-prepa- ratlon type" technique in introducing matter with which the average boy or girl is unfamiliar. In almost all subjects where observation is at a premium there can be found teachers who are in whole or in part "preparation-Type" teqchers. It is for this reason that a study of pupil attitudes toward teacher-types would not be complete without inclusion of the "Preparation-Type Teacher" and her counterpart "Teacher B."

81Differences In Affective Attitude Toward The Preparation-

Type Teacher As Manifested B.v Neurotic Pupils Of Both Parochial And Public Secondary Schools.

Table '-IXIIICorrelation Between Neurotic Tendency And Attitude Toward Preparation-Type Teacher

The

Group Attribute CorrelationMedian Comparison

1faIUiH

Pub. Schl. Boys Paroch." " Pub. " Girls Paroch." "Sub. Pub. Boys Urb. Pub. Boys Urb. Paroch." Pub. Schl. Girls5aroch.

.0

.0

.0

.0

Decile Comparison

■+.16J .21Ho correlation -l.00i.00 No correlation Ho correlation

The coefficients in the above table show no tendency for neurotic tendency to vary either directly or inversely with the "Preparation-Type Teacher".

Table XXIVThe Percentages Of Neurotic Pupils Expressing Each Attitude To­ward The "Preparation-Type Teacher"

Boys GirlsSub. Pub. Urb. Pub. Urb. Par. Paroch. Public

Like Hig;h 6 6 2/3 76 12/13 78 4/7 71 3/7 80Low

Dislike HiKh75 11 1/9

1000

33 1/3 14 2/7

72 8/11 28 1/2

68 8/19 0

LowIndiffer.HiKh

12 1/2 22 2/9

023 1/13

07 1/7

4 6/11 0

020

Low 12 1/2 0 66 2/3 22 8/11 31 H/19

82From the analytical comparison of percentages it would

seem that unlike the distribution of neurotics who liked, disliked, or were indifferent to the "Compulsion-Type Teach­er" in the previous chapter, the distribution of neurotics and non-neurotics who like, dislike, and are indifferent to the " Preparation-Type Teacher" are less affected by such en­vironmental factors as type of community, that is, whether suburban or urban. Type of school, however, does seem to affect the distribution slightly.Conclusions. Correlation coefficients indicate no tendency whatever for neurotic tendency to be related to preference for the "Preparation-Type Teacher". Percentages, if they prove anything, demonstrate that the "Preparation-Type".teacher is as popular with both neurotics and non-neurotics as the "Com­pulsion-Type" was unpopular with all pupil-types.

Differences In Affective Attitude Toward The 11 Preparatlon- Tyoe" Teacher As Manifested By The Self-Sufficient Pupils Of Both Parochial and Public Secondary-Schools.

Table XXVCorrelation Between Self-Sufficiency And Attitude Toward The "Preparation-Type T e a c h e r " . ________________________§ G-rouo Attribute Correlationi • I/Iedian Comparison Decile Comparison

8Pub. Schl. Boys Paroch." " Pub.lie" Girls Paroch." "

+ . 6 o-±.o64•+.99*. 00199 .00

..+.03± .067 ..-l.0Qi.00

.— i'lQ..,_cpj?re.la.ti q.n.. No correlation -l.OOdt.OO -tl.00f.00

0<2UjSub. Pub. Boys Urb. Pub. Boys Urb. Paroch.Boys

The "Parochial Secondary-School Boy" groups are the only groups showing any real consistency. The fact that both methods

83of comparison yield practically identical results together with the low probable error would seem to Indicate that the "Self-Sufficient Parochial-Secondary School Boy prefers the "Preparation-Type Teacher". Although not as definite as that of the aforementioned trend, there is a slight tendency for the Public Secondary School Girls to dislihe the "Prepara­tion Type-Teacher" . This also seems to agree v;ith the mem­bers of the Public School groups concerning the teacher-types. It would certainly be hazardous to make any predictions con­cerning the Public School Eoy or the Parochial School Girl. Such predictions would merely be tantamount to arbitrary assumptions.

Table XXVIPercentages of Self-Sufficient Pupils Expressing Each Attitude Toward the "Preparation-Type Teacher".----------1 Boys Girls --------j.

. ... aSub. Pub. Urb. Pub. | Urb. Par. Paroch. Public !Like High 75 , 62 1/2 83 1/3 75 , -50 . 3

Low 42 6/7 91 2/3 1 72 8/11 76 8/17 80Dislike High 0 25 i o 0 16 2/3

Low 0 0 ' i 18 2/11 11 13/11’ 0Indiffer.Hi& 25 12 1/2 : 16 2/3 25 , J 33 1/3Low 57 1/7 8 1/3 I 9 1/11 11 13/11' 20

In general, it might be said, that the percentages sub­stantiate the trends indicated by the various correlation coef­ficients. It will be noted that the "Urban Public School Boys" tend to vary inversely as did their respective correlation coef­ficients. This is also true to a lesser extent of the varia­tion between the Parochial and Public School Girls which was also

•J

84indicated their respective correlation coefficients.Conclusions. Correlation coefficients are corroborated by percentages in a comparison between this trait and preference for this teacher-type. Both seem to Indicate that the "Self- Sufficient" Parochial Secondary School Boy prefers the "Prep- aration-Type Teacher" while the Public Secondary School Girl does not. Environment, interoperating in a complex manner with sex plays an important role in determining the nature and direction of the relationship between "Self-Sufficiency" and preference for the "Preparation-Type Teacher".

Differences In Attitude Toward "The Preparation-Type Teach­er" As Manifested By The Introverted And Extroverted Pupils Of Both Parochial And Public Secondary Schools.

Table XXVIICorrelation Between Introversion-Extroversion And Attitude Toward The "Preparation-Type Teacher".

<Grouo 1 Attribute Correlation

!■>■ Median Comparison :Decile Compar.Pub. Schl.Boys

i4 .45 | 4 1.00

Paroch." " -f .00 00•1—1 /1-•3 Pub. School Girls 4.16 1 H • O O

<&Paroch. " " 4 .09 1 1 H • O O

l Sub. Pub. Eoys 4 1.00do-i

Urb. Pub. Boys + 1.00

If the decile-comparison correlations are to be believed the introverted public school boy tends to like the "Preparation

Type Teacher" while the introverted Parochial School Boys and the introvert girls of both groups dislike this teach­er-type.

Table XXVIIIPercentages Of Introverts And Extroverts Expressing The Three Attitudes Toward The "Preparation-Type Teacher".

Like HighLow

Dislike HighLow

Sub. Pub. [ Urb. Pub.,Boya________Urb. Paroch.

71 3/17 64 2/7 07 1/7

Indiffer. HlKht 28 4/7Low >28 4/7

66 2/3 75 0 2533 1/3 0

88 8/9 83 1/3 11 1/9 0 0 ;

16 2/3

G-irlsParoch.69 3/13 5015 5/13

Public .62 1/ 2. 53 1/3 12 1/2

14 2/7 ! 015 5/13 ; 25 35 5/7 | 46 2/3

Of course the general trend irf for both introverts and extro­verts to like the " Preparation-Type Teacher More introverted girls dislike this "Preparation-Type" teacher than introverted boys. On the other hand, less extroverted girls dislike her than extroverted boys. The Influence of school and community also seems to be felt in these measures.Conclusions. There appears to be no evidence to support the opin­ion that a functional relationship exists between introversion and attitude toward the "Preparation-Type Teacher". Such relation­ship, if it does exist appears to differ in nature as well as degree according to the group measured.

86Differences In Attitude Toward The 11 Preparati on-Type Teach­

er" As Manifested By The Dominant And Submissive Pupils Of Both Parochial And Public Secondary Schools.

Table XXIXCorrelation Between Dominance-Submlssion And Attitude Toward The"Preparation-Type Teacher".

i Attribute Correlationft f Median Comoarison Decile Comparisonq: I Public Schl .Boys .00 a fParoch. " " -+.4Q+.05665 ft |Public Schl. Girls -.03=».0676 J IParoch. " " +*28^.06216

-f.28rf.l4- 1.0CM .00Ho correlation

fQ |Sub. Pub." Boys 1 Urb. Pub." " ;

J ............. ................ .. ;Ho correlation

_ l.OOi.OO

Although correlation results are fragmentary with respect to the relationship between attitude toward the "Preparation- Type Teacher" and dominance-submission, it would appear fromTable XXIX that Dominant Parochial School Pupils of both sexes appear to like the "Preparation-Type Teacher" while Dominant Public School Pupils of both sexes show dislike for the "Prep- aration-Tyoe Teacher" when they show any trend at all. However, there is no general br universal functional relationship between like or dislike for the "Preparation-Type Teacher" and Dominance. Relationships differ with the group.

Table XXXPercentages Of Dominant And Submissive Pupils Expressing Each OfThe Three Attitudes Toward "The Preparation-Type Teacher".

i Boys ! GirlsjSub. Public Urb.Pub. Paroch. Parochial Public

Like High 1 87 l/2 Low | 50

Dislike High 0 Low 0

Indiffer.High 12 l/2 I Low 1 50

62 1/2 72 12 1/2 0 25 28

73 4/7 73 7/11 7 1/7 17 3/H 14 2/7 9 1/11

64 2/7 71 3/7 014 2/7 35 5/7 14 2/7

7533 1/3 18 3/4 96 1/4

| 66 2/3

f a V(

\TEt

>

87There seems to "be no general trend for either Dominant pu­

pils to like or submissive pupils to dislike the " Preparation- Type Teacher11. Very few, if any of the subjects canvassed dis­liked this type of teacher while a majority of both personality types liked her.Conclusions. According to correlations there is a very slight tendency for dominant parochial school pupils to like the "Prep- atation-Type Teacher". Percentages do not apoear to corroborate this trend, however.

Dlfferences In Attitude Toward The "Preparation-Type Teach­er" As Manifested 5v The Self-Confident Pupils Of Both Parochial And Public Secondary Schools.

Table XXXICorrelation Between Self-Confidence And Attitude Tows-rd The "Preparation-Type Teacher".

GroupPublic Schl. Boys Paroch. " "Public " Girls Paroch. " "_____

__________- Attribute Correlation____I.fedlan Comparison DeSlle Comparison"

•r. 12 ±.066 — .12+. 066 +.48+. 07696 +.28±.06216

.00No correlation No correlation

•V\kSub. Pub. Boys Urb. Pub. Boys

+1.0Q±.00 - 1.00+,00

Here, again, the correlation-coefficients differ with the different groups. An examination of the results for the boys discloses some interesting contrasts. The coefficients for the Public and Parochial Boys are of the same magnitude but tend in opposite directions. The same is true of urban and suburban public school groups. It would appear, therefore, that there is no universal functional relationship between self-confidence and

88

attitude toward the "Preparation-Type Teacher". Environmental differences such as difference of type of school and type of community.

Table XXXIIPercentages Of Self-Confident Pupils Expressing Each Of The Three Attitudes Toward The "Preparation-Type Teacher".j

Boys GirlsSub. PublioiUrb. Pub. Parooh. Paroch. Public

Like Hi«h 62 1/2 Low 80

Dislike Hi«h 0 Low 10 Indiffer.Hifth 37 1/2

Low 10

81 4/11 57 1/7 028 4/7 18 7/11 14 2/7

73 1/3 70 20 10 6 2/3 20

i

61 6/19 54 6/11 17 17/19 021 1/19 45 5/11

8077 7/9 0 0 2022 2/9

There appears to he a slight general tendency for more of the self-confident pupils to like the "Preparation-Type Teacher" than the submissive. Of course a large majority of both dominant and submissive pupils prefer the "Preparation-Type Teacher". En­vironmental differences are apparent.Conclusion. Correlation-coefflcients vary with the group not only in size but even in nature. Environmental differences such as type of school and type of community exist. Self-confident suburban public school boys preferred the "Preparation-Type" teacher while the self-confident urban public school boys disliked the "Prepara- tion-Type Teacher" while the parochial school boys disliked her the public school boys liked the "Preparation-Type Teacher" f Per­centages showed a slight trend for the self-confident of most groups to show a greater preference for the "Preparation-Type Teacher" than the non-self-confident.

89Differences In Affective Attitude Toward The "Preparation-

Type Teacher11 k a Manifested Ey The Sociable Of Both Public And Parochial Secondary Schools.

Table XXXIIICorrelation Between Sociability And Attitude Toward The "Prepara-tion-Type Teacher".J, Group Attribute CorrelationuTt Median Comparison Decile Comparison^jPublic Schl.Boys -.081.067^JParoch. " " +.06+.067 .00glPub. Schl. Girls - .031*067 - .77-1.09jParoch." Girls •f .16^.0657 -i.ocd-.oo

,4sub. Pub. Boys -1 .00+.00~gUrb. Pub. Boys - 1 .00+.00

It will be remembered that Flanagan describes the high scor­er on this scale as "non-social, solitary, independent". Accord­ing to the decile comparison, which has been found to be the most reliable, this type of pupil dislikes the "Preparation-Type Teach­er". For the general trend is negative and high. The median comparison results are practically nil according to the propor­tion of probable error.

Table XXXIVPercentages Of Sociable Pupils Expressing Each Of The ThreeAttitudes Toward The "Preparation-Type Teacher".; Bovs Girls

Sub. Pub. Urb. Pub. Paroch. Paroch. PublicLike High 100 50

08 28/292502531 1/29

8'5 5/7 8014 2/7 6 2/3 013 1/3

66 2/377 3/8 010 1/2 33 1/3 12 1/2

30 75 30 6 1/44018 3/4

Low 38 6/13 Dislike High 0

Low 0 Indiffer.High 0

Low 61 7/13

90The usual environmental differences are evident here as

elsewhere In the chapter. Type of school and type of community as well as sex differences seem to Influence the trend for at­titude for the "Preparation-Type Teacher" to vary with the soci­ability bf the secondary school pupils. The most striking dif­ferences are apparent between parochial school girls and suburban public school girls.Conclusions. Correlation coefficients indicate that sociability varies Inversely with attitude toward the "Preparation-Type Teach­er". Percentage comparisons show that environment, type of school and sex, all combine to influence this trend or relationship.

Differences In Affective Attitude Toward The "Prenaratlon- Type Teacher" As Manifested By The High And Low Intelligence Groups Of Pupils Of Both Parochial And Public Secondary Schools.

Table XXXVCorrelation Between Intelligence And Attitude Toward The "Prep­aration-Type Teacher".

Group Attribute CorrelationUi Median Comparison Decile ComparisonSi$

Public School Boys Paroch. " " Pub. School Girls Paroch. " "

.00— .66 ±.05664- .03J-.067 +.221.0641

.00

.00-1.00+.00-fl.00t.00

ji § Sub. Pub. Boys Urb. " " +1.001.00-1.001.00

Some Interesting contrasts beoome apparent to the experienced observer in arraying measures in such a way as to disclose differ­ences. In this trait as in previous ones, the suburban group pro­duces an opposite trend from the urban group of public school boys. Here, type of community has a significant part to play in

91the relationship between liking or disliking the "Preparation- Type Teacher" and rating on intelligence. Public and Parochial School differences affect the same relationships between the two groups of girls. It would appear, therefore, that this re­lationship is conditioned more by type of school for the girls while type of community plays a major role with the public school boys.

Table XXXVIPercentages Of The High And Low Intelligence Groups Of Pupils Expressing Each Of The Three Attitudes Toward The "Preparation- Type Teacher".

Boys GirlsSub. Pub.j Urb. Pub. Urb. Paroch.! Paroch.I Public

Like Hiah 0 i Si 7/13 71 3/7 I 76 12/13 77 50 7 1/7 | 0 23 1 50 21 3/7 j 23 1/13

A r r\

83 1/3 100 16 2/3 0 0

Low 0 ! 100 Dislike High 100 1 7 9/13Low 50 i 0 Indiffer.HiRh 0 30 10/13

1__________________________________ j_____________j_________ j_______The above percentage results, although, self-contradictory

corroborate the correlation-coefflcients. As may be seen from the table, the Suburban Public and Urban Public are diametrically opposite trends. The two groups of girls also show some opposite trends.Conclusions. In general type of community operates to change the very nature of the relationship between intelligence and pupil attitude toward the "Preparation-Type Teacher" in the case of the Public School Boys. In the case of the girls, it is the type of school which operates to change the very nature of the trend. Percentages seem to corroborate the correlations. The intelligent

92parochial school girl prefers the "Preparation-Type Teacher".The intelligent public school girl dislikes the "Preparation- Type Teacher". The intelligent Urban Public School boy dis­likes the "Preparation-Type Teacher" while the intelligent sub­urban public school boy likes her. This may not be true of boys and girls in general but it is certainly true of the groups equated and exaMned.

Differences In Affective Attitude Toward The Preparation- Type Teacher As Manifested By The Socially nature And Socially Immature Pupils Of Both Parochial And Public Secondary Schools.

Table XXXVIICorrelation Between Social Maturity And Attitude Toward The "Preparation-Type Teacher".

Group Attribute Correlation

VVi/

Median Comparison Decile ComparisonPublic Schl.Boys Paroch. " " Pub. Schl.Girls Paroch." "

.0+.06;+. 067 + .16±.0657 +.10+.0SS7

—1.001.00-1.001.00-1.001.00-l.00i.00

lu £Sub. Pub. Boys Urb. Pub. Boys-1.00100 -1.001.00

-The correlation of 1.00 is not to be taken in the same sense

as a Product Moment 1.00 which is almost impossible to secure. A +1.00 or— 1.00 in this type of correlation is a rough approxima­tion of anywhere froml.85 toll.00. Hov/ever, it does indicate a definite selective factor. The median comparison coefficients are quite insignificant and may be Ignored. The Decile Comparison coefficeints Indicate the tendency of the socially mature pupil to dislike the "Preparation-Type Teacher" and the socially immature

93to like her. It would "be poor mental hygiene, therefore, to expose the extremely socially mature hoy or girl to the "Prep­aration-Type Teacher".

Table X..XVIIIPercentages Of Socially Mature And Socially Immature Pupils Ex­pressing Each of The Three Attitudes Tow'ard The "Preparation- Type Teacher."

Boys GirlsSub. Public Urb. Public Urb.Par. Paroch. Public

Like High 0 0 50 0 0Low 100 70 50 0 100

Dislike High 0 0 0 100 0Low 0 0 50 0 0

Indiffer.High 0 0 50 0 0Low 0 *30

i.........0 0 0

Percentages appear to corroborate the correlation coefficients with but one exception, that is, the Parochial School Boys. The total results for all the girls show a perfect negative correlation between Social Maturity and liking for the "Preparation-Type" teach­er". There were no results for the lowest tenth oercentiles of \“some of the quotients and for the highest tenth percentiles of oth­ers .Conclusions. Both correlation coefficients and percentage analysis results demonstrate that there is an extreme negative relationship between Social Maturity and preference for the "Preparation-Type Teacher". It would be poor mental hygiene, therefore, to assign the extremely socially mature secondary school pupil to a "Prep- aration-Type Teacher".

9 4Differences In Affective Attitude Toward The "Preparation-

Tyne Teacher" As Manifested By The Soolo-Economloally High And Low Pu-plls Of Eoth Public And Parochial Secondary Schools.

Table XXXIXCorrelations Between Socio-Economic Status And Attitude TowardThe "Preparation-Type Teacher".

Groun Attribute Correlation ■Lledlan Comparison Decile Comparison

Hi Public Schl. Boys 4 .3H. 06096 .00Parochial" " 4.124.066 -.454.14Pub. Schl.Girls + .225.0641 4- .6oi.o6Uj Paroch." " 4 .22i.064i + .77^.08Sub. Pub. Boys + 1 .00+.00

O «•Urb. Pub. Boys -1 .oQi.000

In generaj, there would seem to be a tendency for the econ-omically-hlgh boy or girl to prefer the "Preparation-Type Teach­er" . There are two exceptions, however, the Parochial School Eoys and the Urban Public School Boys produced negative correla­tions for this comparison. But they are at variance with the total' results. However, there does appear to be a trend within a trend. This "counter-trend" Is for the Urban Parochial Boys and the Urban Public Boys to produce negative coefficients. It is quite possible that sex and type of community are interacting In some subtle way to produce such a result.

Table XLExpressing The Three Attitudes Toward The "Preparation-Type Teacher".

Boys GirlsSub. Public Urb. Public Urb. Paroch Paroch. Public

Like High 70 10/17 83 1/3 71 3/7 73 84 8/13Low 68 80 20/21 • 80 7 46Dislike High 0 16 2/3 14 2/7 6 15 5/13Low 12 4 16/21 12 8/11 12 6Indiffer.High 29 7/17 0 14 2/7 21 0

Low 20 14 2/7 7 3/11 81 48

95An analysis of percentages of the soclo-economically high

and low expressing each of the three attitudes toward the "Prep­aration-Type Teacher" shows that there is a general trend for the majority of the socially and economically high to prefer the "Preparation-Type Teacher" more than the low group.Conclusions. There is a general trend for the pupil rated high on the Sims Soclo Economic Scale to prefer the "Preparation-Type Teacher". There are exceptions to this general trend, however. The socially and economically higher Urban Parochial Boy and the same type of Urban Public Boy dislike the "Preparation-Type Teach­er" .

Differences In Affective Attitude Toward The "Preparation- Type" Teacher As It Varies With Differences In National Origins.

Table XLICorrelation Between National Origins And Attitude Toward The "Preparation Type" Teacher.

Attribute Correlationi 5 ■: Median Comparison ! Decile Comparisoni ; Public Schl .Boys .00 -.45 ±.08i ^ ;Paroch. " " .00 .00i .Qr 'Public " Girls -f.l6j-.0657 .00.iParqch..."..".. . .. +.18^.0652.... ._ 4-• 8QJj>.Q5. ..;Sub. Public Boys -l.OCtfr.OO

S :Urb. Public Boys .004.00b ^ ;According to the above results different equated groups show

different trends. According to the correlation coefficients, the Parochial School Girl with Northern European ancestry tends to like the “Preparation-Type Teacher". The correlations for the group of mixed Public School Boys shows contradictory results.The evidence seems to Indicate that the Suburban Public

96School Boys of Northern European Origin tend to dislike the “PreparatIon-Type" Teacher. The Parochial School Boys and the Public School Girls show either insignificant or no trends at all.

Table XLIIPercentages Of The Pupils Of Both Northern And Southern Euro­pean Ancestry And Their Expressed Attitude Toward The "Prepa- ration-Type Teacher".

Bovs GirlsSub. Pub. Urb. Pub. Urb. Par. Paroch. PublicLike North 59 17/37 South 72 8/11

Dislike North 10 30/37 South 0

Indlffer.North 29 27/37 South 27 3/11

77 3/H 90 10/11 13 7/11 09 1/11 9 1/11 •

7d 3/4 87 1/2 10 12 1/2 11 1/4 0i

6 82/103 82 5/103 9 13/103 7 1/4 85 5/8 9 3/8

67 3/36 759 3/810 5/7 23 1/16 14 2/7

The percentage for national origins as compared with atti­tude toward the "Preparation-Type Teacher" seem to' contradict many of the correlation coefficients. The trend here seems to be for the boy or girl of Southern European Ancestry to like the "Preparation-Type" Teacher much less than the boy or girl of Southern European Ancestry.Conclusions. There is no definite trend for the majority of sec­ondary school pupils of either European-Origins group to prefer or dislike the "Preparation-Type Teacher". Results are incon­sistent although substantial. Each group seems to correlate in- depehdently of the others. Thus the Parochial School Girls of the Northern European stock prefer the "Preparation-Type Teacher" while the Suburban Public Secondary School boys of the same stock tend to dislike her strongly. Here, again the usual environment­al variations are evident.

97Summary

1. There is no evidence whatever to prove that a functional’' relationship exists between neurotic tendency and attitude toward the "Preparation-Type Teacher".

2. There is no general tendency for "Self-sufficiency" to he related to attitude toward the "Preparation-Type Teacher". Instead there appears to be specific relationships which depend on the group. Thus, of the subjects examined, the self-suffic­ient Parochial School Boy preferred the "Preparation-Type Teach­er" while the Public Secondary School Girl of the same personality class disliked her.

3. There seems to be no evidence that a universal function­al relationship exists between introversion and attitude toward the "Preparation-Type Teacher".

4. 77hile there is no definite general inverse or direct variation between "Dominance" and attitude toward the "Prepara­tion Type Teacher" specific trends differing in nature as well as degree appeared for each group. They were very slight and might have been due to chance.

5. Here as in other previous comparisons throughout this study relationships between "Self-Confidence" and attitude toward the "Preparation- Type Teacher" vary with the environmental group.

6. Correlation coefficients Indicate that the solitary pu­pil tends to dislike the "Preparation-Type Teacher". Percentage comparisons indicate that type of community, type of school and sex all combine to Influence this trend of relationship in extent or degree.

987. There is no universal functional relationship between

intelligence and attitude toward the "Preparation-Type Teacher" according to the data at hand. Type of community operates to change the very nature of the relationship between Intelligence and preference for the "Preparation-Type Teacher" in the case of the Public School Boys. In the case of the girls, the type of school influences this relationship.

8. Both correlation coefficients and percentage analysis results demonstrate that there is an extreme negative relation­ship between "Social Maturity" and the "Preparation-Type Teach­er" . According to the findings of this study it would be poor mental hygiene to expose the socially mature secondary school pupil of either sex to a "Preparation-Type Teacher" classroom.

9* There Is a general trend for the pupil rated high on the Sims "Socio-Economic Score Card" to prefer the "Preparation- Type Teacher" although there are at least two exceptional groups.

10. There would appear to be no general tendency for atti­tude toward the "Preparation-Type" Teacher to vary either direct­ly or inversely with the national origins of secondary school pupils. Each equated group appears to produce results which are independent of the other groups.

CHAPTER VITHE SUBJECTIVE ELEMENTS COMPRISING A SECONDARY-PUPIL1S AFFECTIVE ATTITUDES TOWARD THE "MOTIVATION-TYPE TEACHER"

The "Motivation-Type Teacher" as described by Courtis and standardized by Brueckner's Rating Scale, duly cited previously In this dissertation, Is described by the aforementioned authors as follows:

"The efforts of the teachers are consciously directed towards securing and holding children's Interest. Subject matter is organized about major topics and provision is made for children' s Interest. Subject matter is organ­ized about major topics and provision is made for children's activity, but this is largely controlled by the teacher's directions. Much more supplementary material is used than in Types I ('COMPULSION') and II ('PREPARATION'), but les­sons are distinctly subject matter lessons with activity brought in as a means of learning. Discipline is usually much relaxed, and teachers and children meet on a friendly basis. There is less emphasis on knowledge than in previous types and more on construction and handiwork. Drill and re­view are less evident and with less able teachers there is usually a lower standard of scholarship than in previous types. Subject matter limits are also less rigorously ob­served than in previous types. Socialization of classwork is sometimes attempted. This usually takes the form of hav­ing a pupil take the class in place of the teacher, but is seldom true socialization."

The teacher selected for the model of this type was judged to belong to this category by the unanimous vote of Brueckner's Jury. The description of her olassroom activity is given below.

"For a week the teacher had been gathering material on France, consisting of pictures, curios, etc., and put them on the bulletin board. She made no reference to them other than to answer questions asked of her. She was care­ful to collect material on all phases of life in France in order that there might be something to appeal to each one. When the time came she told the children that the next sub­ject they were going to study was France and wanted to know how many would like to take a trip to France with her. The children responded, a great many asking if they might see the places shown on the bulletin board. She urged the child­ren to keep their eyes open and collect all the material they

100

could on France, telling them the moat enjoyable trip would be had by the one who knew most about what they were going to see. The teacher set the planning of the trip for the first lesson and suggested that the children bring in such timetables and folders as they could find that would assist in their planning. She herself had already collected Illustrated material sent out by the steamship companies. She had defin­itely planned the tour so as to Include all the impor­tant plaoes and industries of France and had traced the route on a map which was now hung before the class. The teacher made a very careful list of reference readings which she required of all and suggested other good ones that might be read. The teacher showed the class a mem­ory book she had made when traveling in Europe and ask­ed each one to keep one of their imaginary trip. The standards set up for these books were very high and with the class she discussed the type of material which would seem valuable for future readings. The children were delighted with the idea, for this gave them an opportun­ity to preserve their collection of material on France and an opportunity to try their skill at making an inter­esting book. Interest in the work was maintained through­out the study so that at the end each child had a complete memory book made up of valuable material) on France. At the close the best book was selected and its author was chosen to use the lantern slides and personally conduct the class on a tour of France. This formed an excellent summary of the study. The children had an enjoyable time and possessed an accurate knowledge of the important facts of France due to the fact that the teacher had carefully selected what she thought were the most Interesting points.”

Both of these descriptions were on the two separate folders administered as reaction?tests to the subjects of this investi­gation one week apart and the reliability was computed. In as much as the model description was assumed to be far more compre­hensible to secondary school pupils it was the basis of all cor­relations and percentage analyses.

101

Differences In Affective Attitudes Toward The Motlvatlon- Trne Teacher” As Manifested. By Neurotic Pupils Of Both Parochial An* Public Secondary Schools.

Table XLIIICorrelation Between The Neurotic Tendency And Attitude TowardThe "MotivatIon-Type Teacher".

Grouo Attrlbui,e Correlationfes§Uj

Median Comparison Deolle ComparisonPub. Schl.Boys Paroch." " Pub. " Girls Paroch." "

.0

.0

.0-+ .16+.0657

-1.00 - 1.00No correlation -3*00

<L §i U

Sub. Pub. Boys Urb. Pub. Boys

- l i O O No correlation

According to the decile comparlson-correlation results,there is a definite trend for the neurotic pupils of all en­vironmental groups to dislike the "Motivation-Type Teacher". According to Hull's1 percentage of prediction for correlation- coefficients the trend is quite reliable. Also the "Non-Neuro­tic" appear to like the "Motlvatlon-Type Teacher".

Table XLIVPercentages Of Neurotic And Non-Neurotic Pupils Expressing EachOf The Three Attitudes For the "Motivation-Type Teacher".

Bovs GirlsSub. Public Urb. Pub. Urb.Paroch1. Paroch. Public

Like Hitch 77 7/0 76 12/13 100 0 023 1/13 0

71 3/7 100 14 2/7 0

14 2/7 0

10077 3/11 0 0 022 8/11

100 84 4/19 0 0 015 15/19

Low 50 Dislike Hitch 11 l/q

Low 25 Indiffer. Hitch 11 1/9

Low 25

1 Appendix "C" of this dissertation.

102

According to the percentage results It Is the lour or “normal" Non-Neurotic hoys who prefer the "Motivation-Type Teacher". The two groups of girls show an opposite trend.All of the Neurotic girls of both school groups expressed themselves as preferring the "Motivation-Type Teacher" while seventy to eighty percent of the Non-Neurotlo girls preferred her. None of the girls in either the Neurotic, or in the Non- Neurotlo groups disliked her.Conclusions. It would appear from a summary of all the data available to this Investigation that the Non-Neurotic secondary school boys tend to prefer the "Motivation-Type Teacher" much more than does the Non-Neurotic. The trend for the girls, how­ever, is not very definite and lacks consistency.

Differences In Affective Attitudes Toward The "Motlvatlon- Tvne Teacher" As Manifested Bv Self-Sufficient Pupils Of Both Parochial And Publlo Secondary Schools.

Table XLVCorrelation Between Self-Sufficiency And Attitude Toward The "Motivation-Type Teacher".

s*

Uj

Attribute CorrelationMedian Comparison Decile ComparisonPub. Schl.Boys - .994.001 Paroch." " .00"' Public " Girls ' -.044.067 Paroch." " -.064.o67

.00.00^l.OCH.OO4l.00i.00

■a*'Sub. Pub. Boys Urb. Pub. Boys • 00±

.00±

Correlatlon-results between Self-Sufficiency and attitude toward the "Motivation-Type Teacher" are fragmentary and lack consistency. According to the Median-comparlson results there

1031b a slight tendency for Self-Sufficiency to correlate negatively with such attitude. The dedile comparison results for Parochial and Public School Girls are contradictory. A. comparison between the above negative coefficients and the percentage results throws some light on the meaning of the negative coefficients which seem to be In the majority as complied In Table XLV. The Non-Self- Suffiolent secondary-school pupils like the "MotlvatIon-Type Teach­er" .

Table XLVIPercentages Of Self-Sufficient And Dependent Pupils Expressing Each Of The Three Attitudes Toward The "MotlvatIon-Type Teacher".

Bovs GirlsSub. Public Urb. Public Urb.Par. Paroch. iPublioLike Hisch 75 , 75 66 2/3 75 66 2/3Low 43 6/7 75 72 3/11 86 6/17 100Dislike Hish 0 0 16 2/3 0 16 2/3Low 28 6/7 0 18 2/11 0 0Indlffer.Hlah 25 25 16 2/3 25 16 2/3Low 27 2/7 25 9 1/9 13 11/17 0

With the exception of the Suburban Public Sohool Boys, agreater majority of all groups of secondary school pupils examln-

\

ed who fell Into the non-self-sufficient category expressed them­selves as liking the "Motivation-Type Teacher" than did the Self- Sufficient pupils who liked her. The Urban Public School Boys showed no tendency whatever. This leaves only three out of the five groups presenting uniform results.Conclusions. A summary of the results of the comparison between self-sufficiency and attitude toward the "Motlvation-Type Teach­er" Indicates that no uniform trend Is apparent but that differ­ent groups present different trends. The majority of such

104different trends seem to Indicate that there Is a slightly greater tendency for the non-self-sufficlent pupil to prefer the "Motivation-Type Teacher".

Differences In Affective Attitudes Toward The Motivation Type Teacher As Manifested B.v Introverted And Extroverted Pu­pils Of Both Parochial And Public Secondary- Schools.

Table XLVIICorrelation Between Introverslon-Extroversion And Attitude To­ward The "Motivation-Type Teacher".

§Attrl Dute Correlation

Median Comparison Decile Comparison<3T3V

Pub. School Boys Paroch. " " Public " Girls Paroch. " "

+.34 *.05965 -.28^.06216 .00

.. . f.OQ ......

22^.17 No correlation 4.161.18

£ £ Sub. Public Boys Urban " "..... . . . -........ . ..........

No correlation s No correlation

Correlation results for the comparison between attitude toward the "Motlvatlon-Type Teacher", and Introversion-Extrover­sion are fragmentary, insignificant and point to no general uni­form trend.

Table XLVIIIPercentages Of Introverts And Extroverts Expressing Each Of The Three Attitudes Toward The "Motivation-Type Teacher".

Boys..... GirlsSub. Public Urb. Public Urb. Par. Paroch. PublicLike Hi&h 85 5/7

Low 78 4/7 Dislike Hlsth 0 Low 0 Indiffer.HiKh 14 2/7

Low 21 3/7

66 2/3 100 0 033 1/3 0

77 7/9 66 2/3 11 1/9 16 2/3 11 1/9 16 2/3

68 3/13 78 4/7 9 10/13 021 3/7 21 1/13

1006006 2/3033 1/3

105The percentage comparison results are even more inconsistent

than are the coefficients of correlation between"introversion" and attitude toward the "Motivation-Type Teacher". An inspection of Table XLVII I would seem to indicate that every group contradicted the results of every other group.Conclusion. There is no evidence to indicate that a functional re­lationship exists between introversion and attitude toward the "Motivation-Type Teacher" nor are there any consistent environmental and sex differences according to the data at hand.

Differences In Affective Attitudes Toward The "Motivation-Type Teacher" as Manifested By The Dominant Pupils Of Both Parochial And Public Secondary Schools.

Table XLIXCorrelation Between Dominance-Submlssion And Attitude Toward The "Motivation-Type Teacher".' Group Attribute CorrelationMedian Comparison Decile ComparisonK Public Schl. Boys

Parochial" " Public School Girls Paroch. " "

4 .2H .0644 + .16^.0657 . .901.019 .00

No correlation4.404.14No correlation4.484.14IISub. Public Boys Urb. Public Boys No correlation No correlation

The only significant coefficient of correlation appearing in Table XLIX between "Dominance-Submlssion" and the "Motivation-Type Teacher" is the one produced by the Public School G-irls. It la high negative and considering the relatively low probable error does seem to indicate an inverse relationship between "Dominance" and attitude toward the "Motivation-Type Teacher" for the public-school girls examined in this investigation. Otherwise the other correlation

106

results are too incomplete, lacking In consistency and insig­nificant to be considered of value even for mere comparison purposes, let alone prediction.

Table LPercentages Of Dominant And Submissive Pupils Expressing Each Of The Three Attitudes Toward The "Motivation-Type Teacher".

Bovs 3-irls| Sub. Public Urb. Public Urb. Paroch •Paroch. Publio1 Like Hiah 75 1 Low 66 2/5 Dislike Hiah 0

67 1/2 71 2/7 0 012 1/ 2

.1%. *h . .

85" 3/736 4/11 14 2/7 18 2/110 <

78 4/7 100 0 021 3/7 0

62 1/2 100 0 037 1/2 o

i Low 0 Indiffer.Hiah 25

Sex differences become apparent from an inspection of the results contained in Table L. The dominant boys of all groups would seem to prefer the "Motivation-Type " Teacher much more than would the submissive boys. But more of the submissive girls have expressed themselves as liking this teacher than did the dominant girls.Conclusion. Correlation coefficients without a comparison with percentage results appear to be meaningless and contradlctozy. A perusal of the percentages discloses a trend for the dominant boys to prefer this teacher-type over the submissive boys. A greater percentage of submissive girls than dominant girls have expressed themselves as liking the "Motivation-Type Teaoher."

107Differences In Affective Attitudes Toward. The "Motivation

Type Teacher11 Aa Manifested By The Self-Confident Punlla Of Both Paroohlal And Public Secondary Schools.

Table LICorrelation Between Self-Confidence And Attitude Toward The"Motivation-Type Teacher".

Group Attribute Correlationft Mediann Comparison Deoile Comparisons3Ui

Pub. Schl Paroch." Pub. Schl Paroch."

.Boy.

.GirlsM

4.40* .05665 4.06*.067 .00-.28:*. 06216

-1.004.00 .00No correlation .00i . 8 Sub. Pub.

Urb. Pub.BoysBoys ~l.0Cd.00 -1.004.00

Decile-comparlson correlation coefficients appear to contra­dict the median-eomparison results. Usually more reliable than Median-Comparlson coefficients in this type of study, the decile comparisons are at variance with the results as contained in Table LII, while the Median-Comparison coefficients are somewhat corroborated by the tabulation contained therein. Median compari­son results are positive for the boys but negative if anything at all for the girls. All of the latter coefficients, however, are low and therefore insignificant.

Table LIIPercentages Of The Self-Confident Expressing The Three AttitudesToward The Motivation-Type Teacher.

Bovs GirlsSub • Pub • Urb. Pub. Urb. Par. Paroch. Publio

Like Hiah 62 l/2 Low 80

Dislike Hiah 12 1/2 Low 0 Indiffer.Hiah 25

Lew 20

72 8/11 75 0 027 3/11 25

66 2/3 80 20 1013 1/3 10

78 18/19 72 8/ll 0 021 1/19 27 3/11

100 66 2/300033 1/*

108

Sex differences are again manifested In a percentage com­parison between the "Self-Confident*1 and "Non-Self-Confldent" pupil and his or her attitude toward the "Motivation-Type Teach­er". There appears to he a slightly greater trend for the " Self- Confident" hoy to like this teacher-type than for the "Non-Self- Confident Boy". On the other hand there is a greater trend for the "Non-Self-Confident Girl" to like this teacher-type over the "Self-Confident Girl".Conclusions. Correlation coefficients are meager and unsatisfac­tory. Percentage comparison results would indicate a very slight tendency for this comparison to differrwith the two sexes. The Self-Confident hoy appears to prefer the "Motivation-Type Teacher" while the Non-Self-Confident Girl appears to like her.

Differences In Affective Altitudes Toward The "Motivation-Type Teacher" By The Sociable Pupils Of Both Parochial And Public Second­ary Schools.

Table LIII

a<■9OrU»

Group Attribute CorrelationIfedlan Comparison Decile ComparisonPub. Schl. Boys - .75-+.04375 Paroch." " -.45-<.05379 Pub. " Girls -+-.3^ .05965 Paroch." " +.03+.067

-1.00.0.0

+ 1.004.001 fijSub. Pub. Boys —l.OQi.OO* 5 Urb. Pub. Boys -1.0Q+.00O'* I

Correlations between attitude toward the "Motivation-Type Teacher" and the personality trait of sociability produced differ­ent results for each sex. The results for the boys were negative while for the girls they were positive. Since this might mean that either the sociable girl liked the "Motivation-Type Teacher" or

109that the non-soclable girl disliked her, It becomes necessary to Inspect the results In Table LIV to find out what these coefficients mean.

Table LIVPercentage Of Non-Social And Social Secondary School Pupils Ex­pressing Each Of The Three Attitudes Toward The "Motivation-Type Teacher".

Bovs GirlsSub. Public Urb. Public Urb. Paroch. Paroch. PublicLike Hiffh 100 75 ,69 9/29 0 025 / 30 20/29

57 1/7 16028 4/7 2014 2/7 20

66 2/3 80 75 75 0 10 4 1/6 9 3/8

33 1/3 10 20 5/6 1 15 5/8

Low 69 3/13 Dislike Hiah 0

Low 0 Indiffer. High 0

Low 30 10/13

The percentages, however, would appear to show environmentalrather than sex differences. But they are differences that are contradictory.Conclusions. Correlations between Sociability and attitude toward the "Motivation-Type Teacher" are negative for the girls, but posi tive for the boys. Percentages are self-contradictory.

Differences In Affective Attitudes Toward The "Motivation- Type Teacher" As Manifested By The High And Low Groups Of Intelli­gence Of Both Parochial And Public Secondary Schools.

Table LVCorrelation Between Intelligence And Attitude Toward The "Motiva­tion-Type Teacher".1 Group Attribute Correlation\ 5 Median Comparison Decile Comparison1 J-J S S’

Pub. Schl. Boys Paroch." " Pub. Schl.Girls Paroch." "

+ •37-.0582 . 00- .054 .067 -.I6i.0657

>•00

41.0CM.00 -l.OGd.OO -1.004.00,« < S3 Sub. Public Boys

Urb. Public Boys•41.004 .00•I'l. OCtt.. 00

110

Correlations between attitude for the MMotlvation-Type Teacher" and Intelligence, on the whole are positive for the boys but negative for the girls. The tendency, therefore, would be for the intelligent girl to dislike her while the intelligent boy would tend to like this teacher-type.

Table LVIPercentages Of High And Low Intelligence Pupils Expressing Each Of The Three Attitudes Toward The "Motivation-Type Teacher".i Boys Girlsj Sub. Pub. Urb. Pub. Urb. Paroch, Paroch. Publlo1 Like Hiah 100 I Low 75 1Dislike Hlah 0 ! Low 25 jlndiffer.Hiah 0 ? Low 0I

7410030230

50 100 14 2/7 035 5/7 0

69 3/13 50 05030 10/13 0

33 1/3 100 16 2/3 0 ! 0 1 0

*An inspection of Table LVI appears to show sharp environ-

mental contrasts. More of the low intelligence urban groups liked this teacher type than the high In intelligence urban group. With the suburban group the trend Is opposite.Conclusion. Although the correlation-coefficlents show that there is a very definite inverse variation between the attitude of the seoondary-school boys and their standing on the Henmon-Nelson In­telligence Test, and that the corresponding trend for the girls is weak but in the opposite direction, percentages render results which differ from the correlation results. This difference between the types of results casts doubt on both the correlation coeffic­ients and percentages. It is necessary to suspend judgment in the matter until further research clears up this discrepancy.

IllDifferences In Affective Attitudes Toward The ^Motivation-

Type Teacher" As Manifested By Socially Mature Pupils Of Both Parochial And Public Secondary Schools*

Table LVIICorrelation Between Social Maturity And Attitude Toward The"Motivation-Type Teacher".

1 Group Attrl bute Correlationki | _ Median Comparison Decile ComparisonjPub. Schl. Boys £ Paroch." "* frub. " Girls ^ Jparoch." "

+.00±+.16+.0657.00*-•31i.06906

-i.eo±.oo -1.001.00 -1. od. 00.No correlation

t iQpub. Public Boys ^ l jGrb. Public Boys--- a- i

-1.001.00 ! -l.0Qt.001

Most of the correlation coefficients between Social Maturity and attitude toward the "Motivation-Type" Teacher are high and negative. A comparison with the percentages shows that this means that the socially immature tend to like the "Motivation-Type Teacher".

Table LVIIIPercentages Of The Socially Mature And Immature Expressing Each Of The Three Attitudes Toward The "Motivation-Type Teacher".

Bovs " ...... 1 GirlsSub. Public Urb. Pub. Urb. Par. Paroch. Public■ Like Hisch 50 30 0 0 0i Low 100 60 50 100 1001 Dislike Hlah 50 20 50 0 0j Low 0 40 0 0 0Indiffer. Hi«h 0 50 50 0 0! Low\i ■ — —... ...

0 0i ■ ■ - ......

500

0

The above percentages appear to corroborate and explain thecorrelation coefficients. There is a definite tendency for the socially Immature to like the "Motivation-Type Teacher".

112

Conclusions. There appears to he a definite tendency for the socially Immature secondary pupil of all groups and sexes to like the "Motivation-Type Teacher". There Is no functional re­lationship, however, between social maturity and attitude toward the "Motivation-Type Teacher" since there is no complementary trend for the socially mature pupil to dislike the "Motivation- Type Teacher".

Differences In Affective Altitude Toward The "Motivatlon- Tvoe Teacher" As Manifested By The Pupils Whose Ancestors Came g£oa Both Northern And Southern Europe.

Table LIXCorrelation Between National Origins And Attitudes Toward The “Motivation-Type Teacher".

i Group Attribute Correlationft Median Comoarlson Decile Comoarlson

Ul

Pub. Schl. Boys Paroch." " Pub. Schl. Girls Paroch." "

.0

.0

.04 .164.0657

+.484.13 .094.20

4 .874.03* Sub. Pub. Boys + .1H .203 ? Urb. Pub. Boys 11.00

There would appear to be a low positive correlation between national origins and attitude toward the "Motivation-Type Teach­er" . Aooordlng to the manner in which the "four-place" tables were constructed for the "attribute correlations" this would mean that there Is a slight tendency for the secondary-school pupil of Northern European ancestry to like this teacher-type.

113 Table LX

Percentages Of Pupils Of Both Northern And Southern European Origin Expressing The Three Attitudes Toward The " Motiyation- Type Teacher ".

Boys " r! GirlsSub. Public Urban Pub. Urb. Paroch. Paroch. Public

Like North 78 14/37 76 4/21 69 3/17 79 29/4$ 67 3/16South 63 7/11 54 6/11 43 11/23 6 82 1/7

Dislike North 8 4/37 4 17/21 12 13/34 18 18/49 4 11/16South 9 1/11 0 21 17/23 87 7 1/7

Indiffer.North 13 19/37 19 1/21 18 1/18 2 2/49 28 1/8South 27 3/11 45 5/11 34 18/23 ?

4—10 5/7

The percentages appear to corroborate and explain the meaning of the correlation coefficients. There appears to be a alight ten­dency for the pupils of Northern European ancestry to like this type of teacher much more than there is a like tendency for the pupils of Southern European ancestry to prefer this teacher-type. There is also a slight tendency for those of Southern Origin to dislike the "Motivation-Type Teacher" more than those of like category like her.Conclusion. There is a slight but uniform trend for the secondary pupil of Northern European ancestry to like the "Motivation-Type Teacher" and for those of Southern European ancestry to dislike her. The trend is too low for prediction and there is no evidence of a functional relationship.

114Differences In Affeotlve Attitudes Toward The ’’Motivation-

Type Teacher11 As Compared With The Socio-Economic Status Of The Pupils Of Both Parochial And Public Secondary Schools.

Table IXICorrelation Between Socio-Economic Status And Attitudes Toward The "Motivation-Type Teacher".1 ii 1 Group Attribute Correlation

1| Median Comparison Decile Comparison- |Pub. Schl. Boys -+.13; Uik 1 Paroch." " -f.03 *

1 J Pub. " Girls .00 | jparoch." " -.28

+.9^.002 -1.00*. 00

.002 iSub. Pub. Boys

i K 1j f |Urb. " "Us

+ . 2 & M 4 - l.OOi.OO

! . -Although a few of the correlations between "Socio-Economic

Status" and attitude toward the "Motivation-Type Teacher" are high, they are Inconsistent and do not appear to follow any reason­able trend, general or specific. According to the results based on the "Public School Girls" there is a strong tendency for the high economic group to dislike this teacher-type. This agrees with the results based on the Urban Public School Boys. There Is an op­posite trend for the " Parochial School Boys The high economic group tend to prefer this teacher-type acoording to the results based on the "Parochial School Boys".

115Table LXII

Percentages Of High And Low On.Sims Socio-Economic Soale Ex­pressing The Three Attitudes Toward The MMotivation-Type Teach-

Bovs 3-lrlsSub. Pub. Urb. Pub. Urb. Par. \ Paroch. Public

Like Hi ah 82 6 /7

Low 76I Dislike Hi«h 5 5/711 Low 4 Indiffer. Ei*h 11 V 7

| Low 20

83 1/3 57 1/7 04 16/21 16 2/3

j 38 2/21

54 4/7 5021 3/7 0

25 50

1 79 29/49

1 618 18/49 87 2/3

2 2/49:

6 1/3 |■I--------

76 12/13 63 8/11 7 9/13 915 5/13 27 3/11

The percentages appear to show more uniformity than do the correlation coefficients. The trend, here seems to indicate that a greater majority of the high economic hoys and girls to like the "Motivation-Type Teacher” than do the economically low boy? and girls.C oncluslons. There is a slight tendency for the high economic group to like the "Motivation-Type Teacher" according to percent­age results. Correlation coefficients are less consistent, how­ever.

Summary.1. Evidence seems to Indicate that the relationship

"between attitude toward the "Motivation-Type Teacher" and "Neu­rotic Tendency" tends to differ not only in degree but also in essential dlreotion according to each sex group. The neurotic seoondary-school girl prefers this teacher-type while the non- neurotic boy prefers her.

2. There is an extremely slight tendency for the "Non-Self-Sufficient" pupil to prefer the "Motivation-Type Teach­er".

3> There is no evidence to indicate that a relationship functional or otherwise exists between "introversion-Extroversion" and attitude toward the "Motivation-Type Teacher".

4. There is no uniform relationship between "Dominance- Submlssion" and attitude toward the "Motivation-Type Teacher".Sex differences become apparent. The submissive girl appears to like this teacher-type while it is the dominant boy who expressed the same attitude.

5* Again the relationship between attitude toward the "Motivation-Type Teacher" and the trait studied is affected by sex differences. The self-confident boy likes the "Motivation- Type Teacher" while it is the "Non-Self-Confident" girl who ex­pressed the same attitude. The trend is slight however, and does not give certitude that it is universal.

6. Sex differences again become apparent. The non- social girl appears to like the "Motivation-Type Teacher" while it is the sociable boy who prefers this teacher-type. The trend is so slight as to raise some question as to its reliability.

1177* Correlation-coefficients 'between intelligence

and attitude toward the "Motivation-Type Teacher" show sex differences while percentages show community differences as well. There is a trend for the low-intelligence girls to pre­fer this teacher-type, while the high-intelligence boy likes her according to correlation-coefficients. The intelligent sub­urban pupil likes this teacher-type while the low-intelligent urban secondary pupil prefers her.

8. There appears to be a very definite tendency for the socially immature secondary-pupll of all groups and both sexes to like the "Motivation-Type Teacher". But since there is no corresponding complementary trend for the socially mature pupil to dislike the "Motivation-Type Teacher" there appears to be no functional-relationship.

9* There is a slight but uniform trend for the second­ary school pupil of Northern European ancestry to like the "Moti­vation-Type Teacher" and for those of Southern European ancestry to dislike her. The trend is very low, however.

10. There is a very slight tendency for the high econ­omic group to like the "Motivation-Type Teacher". This trend, hotoever, lacks the neoessary uniformity to give it much reliability.

CHAPTER VIITHE SUBJECTIVE ELEMENTS COMPRISING A SECONDARY SCHOOL PUPIL'S AFFECTIVE ATTITUDES TOWARD THE "PURFOSING-TYPE TEACHER".

The standardized description of the classroom activities of this teacher-type is reproduced verbatim from Brueckner's Rating Soale as follows:

Classwork is markedly divided into phases, part teacher controlled, part pupil controlled. Teacher in control only during periods of stimulation and reflection; pupils in con­trol during periods of activity with teacher assisting. Pu­pils' activity consists of the planning, executing, Judging essential to accomplishment of purposes. Lessons are set and apprasied by pupils. All class work and disciplinary control is almost completely socialized; that is, organized and ad­ministered by the group, not by the teacher. Almost no ques­tions, directions, etc. by the teacher as a means of recita­tion. Emphasis is placed on purposes, achievements, stand­ards, Ideals, not on results in terms of knowledge and skill. There is no, or very little, learning in the sense of commit­ting to memory except as a means to an end. There is much pu­pil-directed reference reading, and much use of rich supple­mental material. There is little organization of subject-mat­ter in logical sequence, but order and content of lessons are determined almost wholly by purposes. Therels complete ac­ceptance by the children of the teacher as one of the group and almost perfect freedom of expression or appeals for assis­tance."

The description of the classroom activities of the model teach­er for this type is cited verbatim aB fbllows:

"Teacher D began more than a week before the subject of France was reached to bring material about France into the classroom. Pictures of the cities of France were hung on the walls. References to France, and illustrations from French life began to turn up in other classes. The children found the teacher at work during her spare time before and after school, upon what, in response to questions, she called her travel book, which she was making for her own pleasure as a present to a friend. Finally a group of pupils came and ask­ed if they,too, might make a travel book for their geography work. The teacher raised her objections, but finally gave permission to the group to try to persuade the rest of the class to adopt the idea, stipulating only that the class must

119present a workable plan whereby all could cover the re­quired work In the course of study. The next day, at class time a committee appointed by the class presented a good plan. The teacher again raised certain objections which were promptly met by the class as soon as they saw the problems. The teacher accepted the revised plan and the class promptly organized itself into committees and went to work. They either brought the material needed themselves or asked the teacher to get it for them. In four weeks' time they had covered the whole French geogra­phy and much more besides. They had interested other teachers in their project, so that in literature, art, music, and other subjects the influence of their interest was apparent. Every child in the class had a travel book and while some were better than others, there was not one which did not show creditable standards of workmanship.The teacher was kept busy supplying materials, answering questions, helping the children achieve their plan, but except for an occasional taking of the class discussion to bring some problem of discipline, workmanship, or under­standing before the class for their solution, had no direct hand in the control or direction of the class. The work on France closed with an exhibit of the travel books and the visit of two French friends of the teacher, who were travel­ing through the city. There was no drill, no recitation of things, nor work in the usual sense, but every child acquir­ed a very thorough and vital knowledge of French life and ways, and valued his travel book highly."

Differences In Affective Attitudes Toward "The PurpoBing-Type Teacher" As Manifested By Neurotic And Non-Neurotic PupilsOf Both Parochial And Public Secondary Schools.

Table LXIIICorrelation Between Neurotic Tendency And Attitude Toward The"Purposing-Type Teacher".

tor

Attribute Correlation

£

Pub. School Boys Paroch. " "Public " Girls Paroch. " "

Median Comparison

Sub. Public Boys Urb. Public Boys

.00-.28+.06216 +.434.055

05365.

Decile Comparison-1.00+.00 +1.0Ct).00

.00 __.00No correlation

According to the results tabulated in Table DCIII, thecorrelation coefficients are fragmentary, incomplete and therefore

120

not very reliable. However, wherever correlation does exist between Neurotic-Tendency and attitude toward the MPurposing- Type Teacher" it appears to be positive for the girls and nega­tive for the boys. This of course would mean that the second­ary school girls examined who are high on the Neurotic Tendenoy Scale prefer the Purposing-Type Teacher and those who are low dislike her. The negative correlation would mean that the Neu­rotic Boys dislike this type while the non-neurotic boys prefer her.

Table LXIVPercentages Of Neurotic And Non-Neurotic Pupils Expressing Each Of The Three Altitudes Toward The "Purposing-Type Teacher".

Boys GirlsSub. Public Urb. Public Urb. Par. Paroch.! PublicLike Hi«h 44 4/9 46' 9/13 26 4/7 57 1/7' 40Low 50 Dislike HiKh 82 2/9

023 1/13

33 1/3 42 6 /7

54 6/11 14 2/7

47 7/19 0Low 16 2/5 Indiffer .HiJth 55 5/4 0

30 3/13028 4/7

4 6/11 28 4/Y 31 H/19 60| Low 33 1/3 100 j66 2/3 40 io/i: 21 1/19

There is a considerably higher percentage of indifference in all groups. This may mean that the pupils of these schools lack experiential and first hand contact - knowledge with this type due to a scarcity of this kind of teacher. In general the percentages corroborate the correlation-coefficients, with the exception of the Urban Parochial School Boys where it would appear that a positive coefficient thould have appeared Instead of a negative one. Conclusion. There is no uniform relationship between Neurotic- Tendenoy and attitude toward the "Purposing-Type Teacher" but different sexes give different trends according to the data of this study.

121

Differences In Affective Attitudes Toward The "Purposlng- Type Teacher11 As Manifested By The Self-Sufficient Pupils Of Both Parochial And Public Secondary Schools.

Table LXVCorrelation Between Self-Sufficiency And Attitude Toward The"Purposing-Type Teacher".1----j Attribute Correlation1 (8 Median Comparison Decile Comparison1 £ Pub. Schl. Boys 4.43±.055\ > Paroch." " +.31* .06096 -U31^* 143 ^| ^.? j

Public " Girls .00 - 1.004.00Paroch." " 4-.401.05665 - 1.004.00

|5 £Sub. Publio Boys Urb. Pub. Boys 4 .99-+. 002 4_.19jf.l8

Here It would appear that wherever correlations were had,the girls produced negative coefficients while the boys produced positive coefficients. Therefore, the self-sufficient boy shows a very slight tendency to prefer the "Purposing-Type Teacher" while the non-self-sufficient girl dislikes her. The self-suffic­ient girl dislikes the "Purposing-Type Teacher" while the non- self-sufficient girl appeared to prefer this teacher-type.

Table LXVTPercentages Of Self-Sufficient Pupils Expressing Each Of The ThreeAttitudes Toward The "Purposing-Type Teacher".1 Boys GirlsSub. Public Urb. Public Urb. Paroch. Paroch. PublicLike High 75 50

41 2/3 12 1/2 16 2/3 37 1/2 41 2/3

5036 4/11 16 2/3' 27 3/11 33 1/3 36 4/11

7547 1/17 05 15/17 2547 1/17

66 2/3 4033 1/3 0 060

Low 28 4/7 Dislike High 0Low 28 4/7 Indiffer.High 25

Low' 42 6/7

122

The percentages appear to contradict the correlation-coeffic­ient by showing a trend for all self-sufficient pupils to prefer the "Purposing-Type Teacher” while more of the non-self-sufficient pupils dislike her than those of the same group who like her. Conclusion. Data appear to be contradictory and of very little sig­nificance. The only trend in evidence is that the self-sufficient pupil tends to prefer the ”Purposing-Type Teacher”.

Differences In Affective Attitudes Toward The"Purposing-Type Teacher” As Manifested By The Introverted And Extroverted Pupils Of Both Parochial and Public Schools.

Table LXVTICorrelation Between Introversion And Attitude Toward The "Purpos- ing-Type Teacher".

* I Attribute CorrelationMedian Comparison Decile ComparisonK< Pub. Schl. Boys -.0S .067a Paroch." " -.155.0659 -.835 .06jwUj Public ” Girls .00 -n.ocy.ooParoch." " 4.615.06279 .00

I ftSub. Pub. Boys *— ’f .** FI£ * J <orUrb. Pub. Boys .... - ..........

-l.OQfc .00

The general trend for the girls to produce positive coeffic­ients and the boys to produce negative coefficients agrees with the trend in neurotic tendenoy but runs counter to the trend inself-sufficiency. This, however, is corroborated by the inter- correlations of Flanagan1 for these same traits. The introverted boy appears to dislike this teacher-type with the single exception of the Suburban Public School Boys. However, this coefficient is not even twice its probable error and was probably due to chance.

J. F. Flanagan, "Factor Analysis In the Study of Personality", 103 pages photolith, Stanford University Press, 1935* &1.25*

123The Introverted girls appear to like her.

Table LXVIIIPercentages Of Introverts And Extroverts Expressing Each Of The Three Attitudes Toward The "Purposing-Type Teacher”.

Bovs LrlsSub. Public Urb. Pub. Urb. Par. Paroch. Public

Like Hiffh 42 6/7 22 2/9 5°22 2/9 055 5/9 50

20504016 2/3 4033 1/3

46 2/13 57 1/7 7 9/13 14 2/7 46 2/13 28 4/7

62 1/2 40 026 2/3 37 1/2 33 1/3

Low 28 6/7 Dislike Hi«h 14 2/7Low 14

Indiffer. Hi*h 42 6/7Low 57 1/7

The chance factors which were disclosed as influencing thecoefficient of the Suburban Public School Boys are evident in Table LXVIII. It would appear, therefore, that these chance fac­tors appeared in the sampling rather than in the computation. The Parochial and Public School Girls also appear to produce opposite trends. Otherwise the percentages do not run counter to the trend of the correlation coefficients.Conclusions. It would appear that the percentages contradict the trend of the correlation coefficients. Whatever trend there is appears to agree with that under the Neurotic-Tendency Comparison. Coefficients for the boys are negative while those for the girls are positive. Therefore, there is a slight tendency for the "In­trovert” girl to like the " Purposing-Type Teacher " while the "Introvert” boy appears to dislike her.

124Differences In Affective Attitudes Toward The "Purposing

Type Teacher11 As Manifested By The Dominant Pupils Of Both Par­ochial And Public Secondary Schools*

Table LXIXCorrelation Between Dominance-Submission And Attitude Toward The "Purposing-Type Teacher”.

Attribute CorrelationMedian Comparison

Public School Boys .00Decile Comparison

{ ^ j Parochial " ” -f.31±.06096 j +.68^.12? Public School Girls .00 | .00I 1 I

Parochial " ” +.19J-.065 ; - l.OQir.OO

S lit Suburban Public Boys f .00? Js jurban Public Boys | -+1.0Ctt.0013 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I____

Correlations between Dominance-Submission and attitude for the "Purposing-Type Teacher" are too fragmentary for any conclu­sions. Whatever coefficients do exifct, however, indicate that the Dominant girls dislike the "Purposing-Type Teacher" while the Domi­nant Boys like her. This does not seem reasonable however, since it would appear that the dominant person should prefer the “Purpos- lng-Type Teacher", with her emphasis on initiative and lack of re­straint .

125Table LXX

Percentages Of Dominant And Submissive Pupils Expressing Each Of The Three Attitudes Toward The Purposing - Type Teacher.

Boys GirlsSub. Pub. Urb. Pub. Urb. Par. Parochial Public

Like High 37 1/2 75 57 1/7 35 5/7 37 1/2Low 33 1/3 50 18 2/11 42 1/7 33 1/3

Dislike High 37 1/2 0 14 2/7 14 2/7 37 1/2Low 16 2/3 7 1/7 36 4/11 57 6/7 33 1 /3

Indiffer.HiKh 25 25 28 4/7 50 25Low 50 42 6/7 45 5/11 0 33 1/5

In general the percentages appear to corroborate the correla- tion-coefficlents.Conclusions. There is no evidence to indicate that a uniform functional relationship exists between Dominance and attitude to­ward the "Purposing-Type Teacher". There is a tendency for the Dominant Boy to prefer the "Purposing-Type Teacher". There is also a tendency for the "Submissive" girl to prefer this teacher- type.

126

Differences In Affective Attitude Toward The "Purposlng-Type Teacher” As Manifested By The Self-Confident Pupils Of Both Parochial And Public Secondary Schools.

Table LXXICorrelation Between Self-Confidence And Attitude Toward The "Purposing-Type Teacher".

Attribute CorrelationMedian Comparison Deolle Comparison

ftPublic School Boys 0

K<: Paroch. " " _ .281.06216 oo•

"CTPublic School Girls +.45:*. 05379 -f- .56t.l4Paroch. " " .00 -1.00* .00

$h- Sub. Pub. " Boys -i .ia^.i9v2Tlli Urb. School Boys -1.00+.00

1I ---------------------Correlations between self-confidence and attitude toward the

"Purposing-Type Teacher" are mixed and inoonsistent. There seems to be no general trend but several specific tendencies which dif­fer with the group and do not seem to follow a regular pattern.The positive coefficients are too low to be significant. The nega­tive coefficients appear repugnant to reason. There does not seem to be any reason to believe that Parochial School Boys of the Self- Confident Class dislike the "Purposing-Type Teacher" but that is what the high negative correlations mean.

127Percentages Of Self-Confident And Non-Self-Confident Pupils Expressing The Three Attitudes Toward The MPurposing-Type Teacher”.

Boys GirlsSub. Public Urb. Public Urb. Paroch. Paroch. iPublie

Like Hiffh 50 36 4/11 40 52 12/19) 50Low 30 75 50 72 8/11 44 4/9

Dislike Hl«h 25 18 2/11 26 2/3 5 5/19 10Low 20 0 20 9 1/11 44 4/9

Indlffer. Hitch 25 45 5/11 33 1/3 42 2/19 40Low 50 25 30

1--------------18 2/11 11 1/9

These percentages appear to contradict the correlation coef­ficients as contained In Table LXXI. Each column appears to ex­hibit a different trend from the one preceding it.Conclusions. The data gathered by this Investigator seems to in­dicate no substantial trend for the self-dufflelent pupil to pre­fer or to dislike the "Purposing - Type Teacher".

128Differences In Affective Attitude Toward The "Purposing-

Type Teacher" As Manifested By The Non-Social Pupils Of BothParochial And Public Seoondary-Scfaools.

Table LXXIIICorrelation Between Non-Soclabillty And Attitude Toward The " Purposing-Type Teacher

Vi

Attribution CorrelatlonTMedian Comparison Decile Comparison

Public Schl. Boys Parochial" "

n Public School Girls 1 Parochial " "

.60^.064

.00

.004-.56-1.06864

3Ui.2.

Suburban Pub. Boys Urban Public Boys

.00 -.45^.15 l.OQd .00 -4 .5DJ-.06 .00

- The negative coefficients appear to be in the majority and thus Indicate that the non-sociable pupil dislikes the "Purpos- lng-Type Teacher". This appears reasonable when the description of this teacher-type is recalled. The non-social pupil would feel out of place in a classroom where cooperation, committee work and pupil leadership is emphasized.

129Table LXXIV

Percentages Of Non-Social And Social Pupils Expressing Each OfThe Three Attitudes Toward The MPurposing-Type Teacher".

Boys GirlsSub. Public Urb. Public Urb. ]?. Paroch. Public

Like High 100 75 20 4/7 66 2/3 40Low 30 10/13 48 2/29 26 2/3 54 1/6 46 7/8

Dislike High 0 25 57 1/7 0 30Low 0 17 17/29 4° 18 3/4 9 3/8

Endiffer. High 0 0 22 2/7 33 1/3 30Low 69 3/13 34 10/29

!i . . .

33 1/5 27 1/3 43 6/8

The percentages appear to contradict the correlation coeffic­ients. The general trend in percentages appears to be for the non-social to like the "Purposing-Type Teacher". There are two exceptions, however. They are the Urban Parochial-Boys and the Public School Boys.flonoluslon. Data are contradictory and lead to no definite con­clusions. There is no evidence of a relationship between socia­bility and attitude toward the "Purposing-Type Teacher".

I

130

Differences In Affective Attitude Toward The "Purposlng- Tree Teacher” As Manifested By The High And Low Paella On An Intelligence Scale Of Both Paroohlal And Public Secondary Schools*

Table LXXVCorrelation Between Intelligence And Attitude Toward The "Purpos- ing-Type Teacher".

There appears to be a high positive correlation between In­telligence and liking for the "Purposing-Type Teacher". There is a strong indication that the intelligent secondary-school pupil prefers to be in the class of the "Purposing-Type Teacher" where muoh Individual Initiative is given free play and where natural talents at planning, coordinating and inventing are allowed free reign•

Attribute CorrelationMedian Comparison Decile Comparison

^ Public Sohl. Boys 4.314.06096 - .124.04928 .00 .00

Paroch. " 00Public " Girls -4-1. OOi .00

^l.OQt.OOParoch. " "Sub. Public Boys

| Urb. Public Boys-41.001.00-+1.004.00

I

131 Table LXXVI

Percentages Of The High And Low Intelligence Groups Expressing Each Of The Three Attitudes Toward The "Purposing-Type Teacher".

_ Boys . ainsSub. Pub. Urb. Pub. Urb. Par. Paroch. Public

Like High 0 34 8/13 21 2/7 26 2/3 50Low 0 0 0 50 0

Dislike High 0 7 9/13 35 6/7 16 2/3 16 2/3Low 75 50 0 0 100

Indiffer. High I 100 57 9/13 42 6/7 56 2/3 33 1/3Low S 25

i----------

50■

0 50 0

Prom the above results, it would appear that the low intelli­gences public school boy and girl strongly dislike the "Purposlng- Type Teacher" and probably would not be happy in her class.0oneluaions. There is a very definite tendency for the intelli­gent secondary-school pupil to prefer the "Purposing-Type Teacher" while the low in intelligence strongly dislike her.

132

Differences In Affective Attitude Toward The "Purposlng-Tyne Teacher As Manifested By The Socially And Economically High And Low Groups Of Both Parochial And Public Secondary Sohool Pupils.

Table LXXVIICorrelation Between Socio-Economic Status And Attitude Toward The

»

"Purposing-Type Teacher".

1 Attribute Correlation! Median Comparison Decile Comparisoni\^ [Public School Boys + . 37^. 0582 oo«

Paroch. " " - .12+.04928 - .311.13Public " Girls oo. oo•

Paroch. " " • o o .00SK Suburb. Public Boys .00

l Urban Public Boys .00<-2

s§-... . -..... . ' 'iThere Is very little If any trend between Socio-Economic

Status and attitude toward the "Purposing-Type Teacher". What ever slight trend is manifested is contradictory and statistical­ly insignificant.

133

Table LXXVTIIPercentages Of High And Low Pupils On The Socio-Economic Soale Expressing Eaoh Of The Three Attitudes Toward The "Purposing- Type Teacher".

Bovs GirlsSub. Public Urb. Pub. Urb. Par. Paroch. Public

Like Hiffh 29 7/17 75 33 78 21/ 23 30 10/13Low 44 33 1/3 54 9 1/H 45 5/11

Ilalike Hish 29 7/17 8 1/3 45 15 5/33 23 1/13Low 16 28 17/21 16 73 11/53 18 2/11

Indiffer. Hiffh 41 3/17 16 2/3 21 6 41/53 46 2/131 Low 40 38 3/21 30 16 52/53 36 4/11

Percentages bear out the findings as revealed by correlation coefficients. The trends are contradictory and appear to be due entirely to chance factors.Conclusions. There is no evidence to indicate that any relation­ship exists between Socio-Economic Status and Preference for the "Purposing-Type Teacher".

134

Differences In Affective Attitudes Toward The "Purposlng-Type Teacher” As Manifested By The Pupils Of Both Northern And

ISouthern European Origin Of Both Parochial And Public Secondary Schools.

Table LXXIXCorrelation Between National Origins And Attitude Toward The 11 Purposing-Type Teacher ".

' Attribute CorrelationMedian Comparison Decile Comparison

I Public School Boys .00s5SI Paroch.* " Boys -4 .56C+.05379 - .3H .12luParoch. " Girls -j *2ELS0632 -4.171.19cM Public

ii n .00 - .31*t .12I-<3Sub. Public Boys -.99L4.003u Jrb. Public Boys -4 .6&+.11t

•!The only reliable coefficients are those produced by the

Suburban Public School Boys, the Urban Public School Boys on the Deoile Comparison and the Parochial School Boys on the Med­ian Comparison. According to these measures the Northern Euro­pean Parochial School Boys tend to like the 11 Purposing-Type Teacher"• The Suburban Public Sohool Boys of Northern European Origin dislike the "Purposing-Type Teacher" and the Urban Public Sohool Boys of Northern European extraction prefer the "Purposing- Type teacher". The relationship, therefore, is not regular, uni­form, or functional. It appears to differ with the group or sample.

135

Table LXXXPercentages Of Pupils Of Northern And Southern European OriginExpressing Each Of The Three Attitudes Toward The "Purposlng-Type Teacher”.

iBoys GirlsSub. Publio Urb. Publics Urb. Par. Paroch. Publio

Like Northern 35 5/37 Southern 54 6/11

Dislike Northern 21 23/37 Southern 0

Indiffer. North. 43 9/37 Southern 45 5/11

4263 7/11 14 6 /7 27 3/11 4fi 6/7 9 1/11

40 40/79 38 2/2129 9/29 9 11/21

30 30/79 52 8/21

82 53/103 5

17 50/103 75 0 20

34 2/8 42 6/7 )23 7/1* 10 5/7 42 3/16 46 3/7 -------

The differences here appear to be according to type of school. The trends are opposite if Public and Parochial Groups are compared. The public school Northern European pupil appears more frequently to dislike the "Purposing-Type Teacher” as compared with the same national origins group of the Parochial School pupils.Conclusions. According to the data as presented In this investi­gation, there is no uniform functional relationship between nation­al origins and attitude toward the “Purposing-Type Teacher". The trends or relationships are specific and differ with each sample or group. Environment, however, appears to influence these tendencies. The Parochial School Pupil of Northern European ancestry likes this teacher-type while the same national origins group of the Publio School dislikes her.

Differences In Affeetlve Attitudes Toward The 11 Pur d o sing-Type Teacher" As Manifested By Socially Mature Ana Immature Pu­pils Of Both Parochial And Public Secondary Schools.

Table LXXXICorrelation Between Social Maturity And Attitude Toward The "Pur­posing-Type Teacher."

Attribute CorrelationMedian Comparison Decile Comparisons Public Sohool Boys

Paroch. " "•+.16+.04872 +.12+.04928 No correlation

Public " G-irls ooe oo•

Paroch. " " .00 +.821.03sorhj

Sub. Public Boys Urb. Public Boys

No correlation No correlation

Wherever significant correlations are to he bad between Social Maturity and preference for the "Purposing-Type Teacher", the results are positive, that Is to say that the Socially mature pupil prefers this teacher-type, Results, however, are incomplete, fragmentary, and in some cases of little significance.

137Table LXXXII

Percentages Of The Socially Mature And Immature ExpressingEach Of The Three Attitudes Toward The "Purposing-Type Teach-

Bovs 0-irlsSub. Public Urb. Pub.j Urb. P. Paroch. Publio

Like High 0 0 60 0 0Low 100 70 100 100 100

Dislike High 0 0 0 0 0Low 0 10 0 0 0

Indlffer. High 0 0 40 0 0Low 0 20 0 0 0

Percentages demonstrate that the Socially immature pupil Is much more likely to prefer the "Purposing-Type Teacher" than the socially mature pupilConclusions. It would appear from the data examined and analyzed In this investigation that both socially mature and socially im­mature pupils both like the " Purposing-Type Teacher However, fewer of the high than of the low group prefer this teacher-type.

138

Summary.1. Sex differences parallel differences In uniform­

ity in the relationship between "Neurotic-Tendency" and attitude toward the "Purposing-Type Teacher".

2. Data concerning the relationship existing between "Self-Sufficiency and attitude toward the "Purposing-Type Teach­er" appears to be contradictory and of very little significance.

3. There is a slight trend for the "introvert" girl to Ilk* the "Purposing-Teacher" while the "introvert" boy appears to dislike her.

4. There is a slight tendency for the "Dominant" boy and the "Submissive" girl to like this teacher-type.

5« There is very little or no relationship between "Self-Confidence" and attitude toward the "Purposing-Type Teach- 61* •

6. There is no evidence of a relationship between"So- oiability" and attitude toward the "Purposing-Type Teacher".

7. There is a very definite trend for the intelligent secondary school pupil to prefer the "Purposing-Type Teacher" while the low in intelligence strongly dislike her according to the data based on the subjects of this study.

8. There is no evidence to indicate that there is any relationship whatever between "Socio-Economic Status" and prefer­ence for the "Purposing-Type Teacher".

9. There is no general, universal and functional re­lationship between national origins, and attitude toward the "Pur- poslng-Type Teacher". There are many specific trends, however, differing with each group. Type of sohool influences these differ­ences .

10. It would appear that both socially mature and socially immature pupils like this teacher-type. However, fewer mature pupils than immature prefer this type.

CHAPTER VIII SUMMARY AND CONCLUSION

1. There is no evidence to show that a functional relation­ship exists between "Neurotic-Tendency" and attitude toward teach­er- types. Wherever such relationship does exist it differs not only in degree but also in nature with difference in sex.

2. Prom the data*at hand there would appear to be no defin­ite uniform and general relationship between "Self-Sufficiency" and attitude toward teacher-type. Several specific relationships do exist but these differ with the different groups of pupils examined. Sex, school and community differences appear to parallel differences in the degree and nature of the relationship between the aforementioned elements of attitude toward teacher-type and "Self- Sufficiency" .

3« There is a very slight tendency for the "Extrovert" pu­pil to dislike the "Compulsion-Type Teacher" much more than does the "Introvert" pupil. Differences in community and type of school influence these differences, however. There is no evidence to indicate that relationships, functional or otherwise exist be­tween "introversion-Extroversion" and attitude toward either the "Preparation-Type" or the "Motivation-Type" Teachers. There is a slight trend for the "Introvert" girl to like the "Purposing- Type Teacher" while the boy in the same category dislikes this type.

4. There is a slight tendency for the dominant pupil to dislike the "Compulsion-Type Teacher" and " Dominance-Submission" pupils were specific, differed with each group, and were too in­significant not to be influenced by chance factors. There is a slight tendenoy for the "Dominant" boy and the "Submissive" girl to like both the "Motivation-Type" and "Purposing-Type" Teachers.

l4l3. Environment plays as great a part if not greater in

attitude toward the "Compulsion-Type" Teacher than an intrin­sic relationship between "Self-Confidenoe" and such attitude*The relationship between "Self-Confidence" and attitude toward the "Preparation-Type Teacher" also varies with community and school differences* Relationships between "Self-Confidence" and attitude toward the "Motivation" and "Purposing" Types, how­ever differs with the sexes, if at all*

6. There is evidence to indicate that the "Unsociable" pu­pil likes the "Compulsion-Type Teacher" while he or she dislikes the "Preparation-Type Teacher". The "Non-Social" or "Unsociable" girl likes the "Motivation-Type Teacher" while the "Sociable" boy dislikes her. There appears to be no trend for either the "Soc­iable" or "Unsociable" pupil of any group to show any definite preference or dislike for the "Purposing-Type Teacher".

7. There is no relationship between intelligence and atti­tude toward the "Compulsion-Type" teacher. Type of community and type of sohool plays as great if not a greater role in the relationship between intelligence and preference for the "Prep­aration-Type" teacher than does any intrinsic relationship be­tween the aforementioned elements. Community and sex differences parallel differences in the degree and nature of the relationship between intelligence and preference for the "Motivation-Type Teacher". There is a slight trend for the intelligent secondary sohool pupil to prefer the "Purposing-Type Teacher" while the low in intelligence pupils dislike her*

1428. The aoeio-economically high girls tend to dislike the

"Compulsion-Type Teacher" while the hoys in the same category like her. The socio-:economically high pupils like the "Prep­aration-Type Teacher". There is a trend for the "Economically" high group to like the "Motivation-Type" teacher also, although the trend lacks uniformity. But there is no evidence to indi­cate that a relationship exists between "Socio-Economic Status" and attitude toward the "Purposing-Type Teacher".

9. There is no evidence to support the proposition that there is a relationship between "Social Maturity" and attitude toward the "Compulsion-Type Teacher". The soolally mature pu­pils of both sexes dislike the "Preparation-Type Teacher".There is a definite trend for the socially immature to like the "Motivation-Type Teacher". Both socially mature and socially immature like the "Purposing-Type Teacher".

10. There is little or no evidence to indicate that rela­tionships exist between national origins and attitudes toward either the "Compulsion" or "Preparation-Type Teacher". There is a slight trend for the "Northern European" pupil to like the "Motivation-Type Teacher" while those of "Southern" origin tend to dislike her. There is no relationship between national ori­gins and attitude toward the "Purposing-Type Teacher". Conclusions. Environment, type of school, sex-status, socio­economic status are elements which play no small part in affect­ing a secondary-school pupil’a attitude toward a teacher-type. Second only to the aforementioned are "Dominance-Submission", in­telligence and to a small extent "Sociability". However, there

143are other unmeasured "factors'1 which really determine a pupil's attitude toward the various types of "Soolal-Studles Teacher"•

I

CHAPTER IX GENERAL ASPECTS OF THE PROBLEM

The four preceding chapters have been oonfined to differ­ences between the two extremes of each personality measure and the attitudes each of these groups of secondary-school pupils expressed toward the four teacher-types described In Brueck- ner's Rating Scale. This chapter will be devoted to a general comparison between the different school and sex groups based on the general over-all aspects of the study. For example, in­stead of comparing the number of neurotic and non-neurotic girls who prefer the compulsion-type teacher, the comparison will be more concerned with how the number of boys who like the compul­sion-type teacher compares with the number of girls who also like her. General differences In the likes and dislikes of par­ochial as compared with public secondary-school pupils will also be noted. An intercorrelation will disclose the true signifi­cance of individual correlations. General applications to the allied fields on eductional practice and research will be educed.

145The Differences In The Expressed Attitudes Toward Teacher*

Types As Manifested. By Pupils Of The Same School But Of Differ­ent Sexes.

Table LXXXIIIThe Percentages Of Boya And Girls Of The Public School Group Who Liked, Disliked And Were Indifferent To Brueokner's Teaoh- er-Types•

Form A. (Teacher Types)1I II III IV

Like Boys 5 5/99 50 50/99 70 70/99 63 7/11Girls. 8 8/99 72 8/11 72 8/11 4l 41/99

Dislike Boys 87 29/83 19 19/99 8 8/99 16 16/99Girls 74 74/99 8 8/49 3 1/33 20 20/99

Indiff. Boys 7 7/99 30 10/33 21 7/33 20 20/33Girls 17 17/99 19 19/99 24 8/33 38 38/39

1 Chapter II, Page 18 of This Dissertation.

146

Fora B» (Models For Each Type)1A B C D

Like Bovs 12 1 1 /3 3 76 76/99 71 71/998 8/999 1/H 15 5/33 19 19/99

74 74/9972 8/115 5/996 2/33

20 20/9921 7/33

44 44/99 39 13/33 18 2/11 17 17/33 37 37/99 43 43/99

Girls 9 l/ll Dislike Bovs 69 23 /8 3

Girls 72 8/11 Indlffer. Bovs 18 2/ll

Girls 18 2/11

A perusal of Table LXXXIII will show considerable differences In preference between the two sexes In the results for Form A.There Is considerably more conformity In the results for Form B. The general conformity noted here Is In striking contrast to the relatively greater differences noted for the extremes of each personality type as set forth In previous chapters. In the light of the above results, the measures In previous chapters appear to be reasonably significant.

1 Chapter II, Page 19 of This Dissertation.

147Table LXXXIV

The Percentages Of Parochial School Boys And Girls Expressing The Three Attitudes Toward The Teacher-Types.

Form A.I II III IV

Like Boys 10 10/99 78 26/33 67 67/99 12 4/33 14 14/99 9 1/11 18 2/11

57 19/33 64 64/99 15 5/33 15 5/33 27 3/11 20 20/99

39 13/33 4627 11/33 2633 3/928

Girls 33 11/33 Dislike Bovs 83 83/99

Girls 60 20 /33 Indiffer.Bovs 6 2/33

Girls 6 2/33

Form B.'

i a B C DLike Bovs 13 13/99 80 80/99

74 74/99 10 10/99 10 10/99 9 1/H

15 5/33

60 20/33 79 79/9914 14/99 5 5/9925 25/9915 5/33

40 40/99 5228 28/99 2431 31/99 24 8/33

Girls 8 8/79 Dislike Bovs 81 27/99

Girls 81 9/11 Indiffer.Bovs 5 5/99

Girls 10 10/99

According to the results tabulated above there Is consider­ably less agreement between the sexes than was evident in the tabulation for the public school pupils.

148Conclusions* In general, it might be said that differences be­tween the sexes In the attitude expressed toward Brueckner's teacher-types were not nearly as great as the differences be­tween the extreme personality groups of the same sex as report­ed In previous chapters. Here again as previously noted school and oommunlty differences parallel differences In the direction and degree In attitudes expressed toward the teacher-types.

Differences In The Expressed Attitudes Toward Teacher Types By Pupils Of The Same Sex But From Different Types Of Schools.

Table LXXXVThe Percentages Of Both Parochial And Public School Boys Express­ing The Three Attitudes Toward The Four Teacher Types.

Form A.I II III IV

Like Paroch. 9 1/11 78 21/33 56 56/99 37 37/99Public 19 19/99 55 5/9 73 73/99 56

Dislike Par. 84 84/99 13 13/99 24 8/33 29 29/99Public 72 8/99 21 7/33 7 1/99 16

Indiffer.Par. 6 2/33 8 8/99 19 19/99 33 1/3Public 8 8/99 23 23/99 19 19/99 28

149

Form B»A B C D

Like Parooh. 12 4/33 79 79/99 58 58/99 39 13/83Public 9 1/11 75 25/33 56 43 43/99

Dislike Paroch. 82 82/99 11 1/9 15 5/33 30 10/33Public 71 71/99 5 5/33 16 17 17/99

Indiffer.Par. 3 5/99 9 9/11 26 26/99 30 10/33Public 19 19/99 19 19/33 28 39 13/38

By comparing the above tabulation with those for the differ­ent sexes It will be noted that differences In attitudes toward teacher-types of the different sexes of the same school are slightly more significant than are those of the same sex from different schools* It would appear, therefore, that the type of school has slightly less influence upon differences In pupll- attltude toward teacher-types than does sex.

150 Table LXXXVI

The Percentages Of Both Parochial And Public School G-irls Ex­pressing The Three Attitudes Toward Brueckner's Teacher Types.

Form A.I II III IV

Like Farooh. 8 8/99 74 14/99 59 59/99 41 41/99Public 10 73 75 40

Dislike Par. 87 29/53 12 4/33 14 14/99 31 31/99Public 73 9 2 20

Indif. Paroch. 4 4/99 13 13/99 26 26/99 27 3/11Public 17 18 23 40

Form B.A B C D

j| Like Paroch. 9 l/ll 1} Public 11 |Dislike Par. 82 82/99 1 Public 71 ]Indif. Paroch. 8 8/99

76 76/99 728 8/99915 5/33 19

75 25/3: 75 6 2/33 6

18 2/11 19

52 52/99 3821 21/99 1726 26/99 45! Public 18

It is apparent that differences between parochial and public school girls with respect to affective attitude toward the teach­er-types of Courtis and Brueckner are not as great as those be­tween parochial and public school boys.

151Summary And Conclusions.

It would appear that neither sex alone or type of school alone Influences the attitude a secondary school hoy or girl expresses toward a teacher type description hut rather a com­bination of the two and other extrinsic elements such as type of community, and the like. Type of school and type of com­munity are slightly more significant than sex differences in influencing secondary school pupils in their attitudes toward teacher-types but neither shows any sign of being functional.The differences in attitude toward teacher-types evinced by the secondary school pupils of the same sex but in the two up­per and lower extremes of a personality trait are likely to be more significant than the differences disclosed in comparing different sexes or different school-types. To sum up, the special differences previously noted in Chapters IV, V, VI, and VII gain in significance by comparison with the slight differ­ences which are discovered when general comparisons based on sex, and type of school are made. This is due in large part to the fact that pupil-attitude toward a teacher-type is not in­fluenced by any one or even the sum total of all these elements but to a complex interweaving and Interplay of these elements one upon the other. Of course, all of the observations made are true in a general sense and should not be construed as applying to every comparison made previously.

I

152The Q-eneral Significance Of Attribute Correlatlona Between

Personality Traits And Attitude Toward Teacher Types Aa Compared With Intercorrelatlons Of The Personality Traits Themselves.

Of the six hundred subjects of this Investigation one hun­dred of the highest and lowest tenth percentiles for each trait were selected for intereorrelation of personality traits. The intercorrelatlons resulting were then compared and contrasted with the results obtained by Flanagan in his "Factor Analysis".'*’

The select group was chosen in the following manner: twenty-five public school boys were chosen for alternate high and low standing on the first, third, and fifth personality traits which have been assumed by the author of the test, Bernreuter, to cor­relate negatively with the second, fourth, and sixth traits res­pectively. Twenty-five public school girls were chosen in the same manner. Likewise twenty-five parochial boys and twenty-five parochial girls were also added to the list. Thus there were four groups of twenty-five each. Half of the entire group of one hundred were male, and the other half female. Half of the group were from the parochial schools and the other half were from the public schools. Half of the group were high in traits one, three, five and low in traits two, four, and six while the other half were low in traits one, three, five and were high in traits two, four and six. The resulting group of one hundred subjects repre­sented an equal number of each sex, highest and lowest on each1 J. F. Flanagan, "Factor Analysis In The Study Of Personality".

103 pages photolith, Stanford University Press, 1935* $1.25*

153personality scale and from each type of school. The inter­correlations resulting from this group appear in Table IXXXVII.

Table LXXXVIIA Comparison Between Correlations Of Personality With Attitude Toward Teacher-Types And Intercorrelatlons Between The Person­ality Traits Themselves.

Teacher-Tvnes

0 ^ K Ui Uj iu

3 ao) Q1 <y i ^i g -'•u i-n -11 i

0 V?1Q

o*Uj— . >

5*>4SQ<r<on

jy i *o !

Ujs

V*•4 ^ < O0 *5° I

ejt 1- 0

° f cUP

-4 V) * ^

p ^ I f' O

luQ<dj

Lk ^

*<51h 1

Comuulslon .0 .20 r.06 .06 •03 •13 •19 1.0 -.57 .0 .12 .06Pret>aratIon ].0 .0 1.0 •25 .0 r.16 -.12 .10 i.io .16 .06 “ 31 .0Motivation j .16 *.25 1.1& 128 •31| .28-.66 -.59 p25 .44 .0 -.45 .0 •PUTOOBlnR .0 .16 n 12 •L2 -.25 i *° .22 .0 -19 .12 .0 .16 .06Neurotic T. j ~811100 “98 •29 i *09 .00 -.56 .00 .00 •03j .00 .03Self-Suffieienc:I ‘.82 .86 -*871 - 1 ? •3^ .45 ;.4o .09 .00 .18 .09Introversion 1 ; ! .83k •92! .16 .00 “•59 -45 .00 •03 .00 1.00Dominance j 1 i—»96 j .00 .34 •53 .31 •77 f.00 .22 1.16Confidence i l l ;.19 i .00 ~56 “40 •19 .00 1.00 1.16Sociability I ' 1 ! 1.43 .00 “10 .00 •?7 i .00 '.00Intelligence 1 : * | i .77 •31 ~37 .34 i .06 f«19Social Miaturlty j . i .. ! .25 .22 ;*2 5 ; .06 1.0Economic Status ! !4 ' 1 .09 .06 I -19 f.ONational Origins! i ' ' l 1.001.00 i.00Sex Differences s ! : < i i ■■ , ■1.0 ?.4jComparing these correlation and intercorrelation coefficients

with Flanagan's1 results as reproduced on the next page, there canbe little doubt as to the validity of the methods employed although there are some differences between the two sets of measures.

1J. F. Flanagan, "Factor Analysis In The study of Personality"

103 pages photollth, Stanford University Press, 1935. $1*25

1541, Table III - Coefficients Of Intercorrelation"

The Pennsylvania State College (Men) Engineering StudentsN 157

v V V F C1 F S 2

B1N -.37 + .95 0 00e1 + .95 + .32b2s -.31 +.47 -.54 + .60

V -.69 + .90 + .39b4d - .88 + .07F1C +.11

Interpretation. The symbol stands for ,,Bernreuter 's Scale for the Measurement of Neurotic Tendency". Thus, BgS represents "Self-Sufficiency"; B4D, Dominance; F- C, "Self-Confidence" and FgS stands for Flanagan's Scale for the Measurement of Sociabil­ity. The investigator's group, representing both sexes is much more representative than Flanagan's group of men only. A com­parison between the two sets of results must also demonstrate the superiority of attribute correlation over Product-Moment Correlation in a study involving personality trait comparisons. Conclusions. By comparing the results as tabulated in Table LXXXVII, it will be noted that all of the coefficients between pupil personality trait and attitude toward teacher-type are quite low. These results seem to contradict the decile compari­son coefficients for the unselected groups of high and low on each of the traits. The nature of the groups are different, how­ever. The unselected groups were specific and represented the1

As quoted in the "Manual For the Personality Inventory" by Robert Q-. Bernreuter.

155particular sample of pupils of one sex in a single environment while the selected group was general and represented all the pupils of both sexes and both types of schools. Consequently the results are different because the very composition of the groups is different.

Upon studying the table further, it will be noted that several common factors influence other correlations by being components of not one but many correlations. Thus intelligence correlates highly with social maturity but Reavis1 has found that both these factors are not prime and that they themselved contain the common factor of chronological age. This, too, is supported by what is termed “common sense" for intelligence and social maturity is deemed to Increase with natural or chronologi­cal age.

It will be noted also that factors which were selected in the grouping give intercorrelation coefficients which are, close to zero if not actually zero. This is the desired result. It will also be observed that practically all the Bernreuter traits show no correlation whatever with Intelligence. This, too, is as was expected since both intelligent and unintelligent persons might be presumed to belong to both adjusted and well-adjusted groups.

Summary. In view of the magnitude of some of the common fac­tors and because of the small coefficients between attitude toward teacher-type and personality trait, it must be concluded that no

1 Reavis, George H., “Factors Controlling Attendance In Rural Sohools," Teachers College, Columbia University, N. Y.1922.

156

functional relationships can he assumed as demonstrated between such attitudes and the aforementioned traits. In general, the predictive value of such measures is practically nil as inter­preted according to Hull's table cited in the appendix as Item D. To sum up, therefore, in spite of the high intercorrelatlons between the traits themselves, the coefficients for the correla­tion of attitude toward teacher-type and the aforementioned traits are insignificant in the extreme.

If anything has been demonstrated by this study it is that teacher-type descriptions must be treated as attributes or absol­utes and not as variables. It has also become apparent that the subjects should be selected from the two extremes of each trait so as, to render the two groups opposite with respect to possession of the same trait. In other words the two types of subjects should really be different in the same trait. To select the median line as the line of dichotomy, therefore, defeats this very end and both groups resulting are heterogeneous and not homogeneous. To select too high or too low a percentile on the other hand renders the two groups too abnormal, artificial, inflexible and therefore not at all representative of reality. Therefore, instead of sel­ecting the highest and lowest tenth percentile as this investiga­tor has done, it would Improve the technique considerably if the extreme twentieth or even thirtieth percentiles wese selected as the two dichotomous groups. If tenth percentiles are to be used, then thousands of subjects should be examined.

Practical Applications To Educational Psychology And Educa­tional Practice.

The evidence #&uced from this investigation demonstrates

157that by far the most popular of the four teacher-types are the "Preparation" and "Motivation" type teachers. Over sev­enty per cent of all groups appeared to like "Teacher B & C" while less than twenty-per cent disliked them. The "Compul­sion-Type" teacher was unpopular in the extreme. Perhaps, if a choice had to be made, the "Preparation-Type Teacher" would be the most popular-type for the parochial secondary-school while the "Motivation" Type Teacher would be slightly more pop­ular for the public school pupils.

It cannot be emphasized too strongly that preference for any of the teacher types cannot be considered as a symptom of any kind of maladjustment whatever nor can it be deemed a symp­tom or sign of sound adjustment. No such functional relation­ship exists. There are, however, certain personality types which would not be happy in the classes of some of the teacher types as was previously pointed out in Chapter Eight. Such sources of discomfort should be prevented by proper assignment of pupils and teachers.

Of interest to the philosophers and the theorizers in the realm of Rational Psychology and Formal Logic, there is not a shred of evidence to support the contention that any kind of de­terminism whatever influences the quality Judgments of secondary school pupils. If there were such functional relationships be­tween emotional personality make-up and trend of thought, they certainly should have become apparent in as closely pursued an Investigation as this was. There has been no foundation, accord­ing to the evidence, gleaned from this study for Thorndike's dictum that "reason is a skiff upon a sea of emotion."

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APPENDIX

Name. Grade.

T Y P E I.

T he subject-matter is organized wholly in terms of logical arrangement, usually of textbook arrangement. I t is presented either orally or by text, w ith or w ithout some explanation by the teacher. Pupils are expected to study same and learn it by heart. T h e recitation consists in having the children give back w hat they have learned. Usually the form in which it is given must be exactly that of the text. M uch dependence is placed on repetition, review, and drill. T here is complete teacher domination and control, and almost perfect attention because of rigid discipline maintained by teacher by force. Results in terms of knowledge are emphasized. Re­spect and unquestioning obedience are demanded of children.

Like Dislike Indifferent

T Y P E II.

Presentation of subject-matter is determined by teacher’s preparation rather than by text, although based directly on a logical outline of the text arrangement. Teacher attempts to “predigest” the lesson and believes amount learned depends upon her efforts and explanations. M uch use made of “ five formal steps” or other lesson plan scheme. Less rigid disci­pline is maintained than in Type I, but more than in Type I I I . T here is complete teacher control. Teacher “talks down” to the children and makes use of many tricks and devices. Recitations are mainly giving back of facts learned in response to questions and drill through repetition. M ore varia­tion from original or textbook form is accepted in answering questions than in Type I, but effect of teaching is judged almost wholly in terms of knowledge and skill. Teacher is closer to children in personal relationsthan Type I, bu t maintains her place as “Teacher,” a person consciously“superior” to the children in knowledge and virtue.

Like Dislike Indifferent

T Y P E I II .

T he efforts of teacher are consciously directed towards securing and holding children’s interest. Subject-matter is organized about major topics and provision is made for children’s activity, but this is largely controlled by the teacher’s directions. M uch more supplementary material is used than in Types I and II, but lessons are distinctly subject-matter lessons w ith activity brought in as a means of learning. Discipline is usually much re­laxed, and teachers and children meet on a friendly basis. T here is less emphasis on knowledge than in Types I and I I , and more on construction and handiwork. D rill and review are less evident and with the less able teachers there is usually a lower standard of scholarship than in previous types. Subject-matter iimits are also less rigorously observed than in pre­vious types. Socialization of class w ork is sometimes attempted. T h is usually takes the form of having a pupil take the class in place of the teacher, but is seldom true socialization.

Like Dislike Indifferent

Name. Grade.

Teacher AT h e teacher was a rigid disciplinarian. Every child was compelled to

keep in perfect order, to sit rigidly in the standard position, to pay absolute attention to everything that was said, and to strive to acquire perfection in all his work.

Every child worked during his study period at his top speed, because the lessons assigned were generally sufficiently long to require it, and the compelling force back of the command made by the teacher to know these important facts served to make every one sit up and concentrate on w hat he was doing. O n the other hand, if the material was difficult, the lessons assigned were short, so that it was possible to learn them.

Papers were marked w ith care, every i not dotted and every t not crossed being noted and later corrected by the pupil. Answers to questions which were not in the exact language of the book were counted wrong, and there were no supplementary readings or discussions. Any child could ask any formal question he wished about anything he did not understand, but the question had to be asked during the study period, not during the recitation.

T he teacher was absolutely fair and impartial, knew every pupil’s weak­ness and success, held herself up to the standards set for the class. Delib­erate misbehavior was sure to receive sw ift and vigorous corporal punish­ment ; failure to learn meant additional drill.

There was much well-organized drill and review. Class questioning was vigorous and snappy and enjoyed by the entire class. W hen the study of France was concluded, the children could answer any question on the continuous list, which the teacher had given w ithout hesitation, and w ith no deviation from the words of the text.

Like Dislike Indifferent

Teacher B

T h e teacher carefully read all the material she could find on the sub­ject of France in the school and city library and in her text and reference books. She made a detailed plan of her procedure, attem pting first to pre­pare the children’s minds by a thorough recall of apperception knowledge which would serve as a background for the new facts that were to be taught. In order to have the children get a better understanding of the new subject-matter the teacher had provided an abundance of illustrative mate­rial. She also showed them pictures of France and had a good set of stere- opticon views. Each child had a stereoscope. W hile the children were look­ing at these views there was absolute silence. N o comments were made, but children were held responsible for w hat was seen. T he teacher had so skil­fully arranged her material and directed her questions that the children very readily grasped the new unit of work. T h e children and teacher en­joyed their w ork but there was no “fooling.” An outline on the text pre­pared by the teacher was used as a basis for review work. T h e teacher carefully checked the results of her teaching and found that all of the children had a thorough knowledge of the facts she wished to emphasize.

Like Dislike Indifferent

168

APPENDIX CVALUES OP r CORRESPONDING TO CERTAIN VALUES OP THE FRACTION

VacIT USED IN PEARSON'S COSINE 7t METHOD 1VacT + yfbo

R ! ^ r VbcT r /Sc" rfbc ; VS -l She' ysret-ftbc VSdfVBc.500 .00 ~ W 5 .... .26 .330 .51 .225 •76.497 .01 .413 .27 .326 .52 .220 .77.494 .02 .410 .28 .322 •53 .215 .78.490 .03 : .406 .29 .318 .54 .210 .79.487 .04 .403 • 30 .315 .55 .205 .80.484 .05 .400 .31 .311 .56 .199 .81.481 .06 .396 .32 .307 .57 .194 .82.478 .07 .393 • 33 .303 .58 .188 • 83.475 .08 • 390 • 34 .299 .59 .183 .84.471 .09 .386 .35 .295 .60 ! .177 .85.468 .10 .383 .36 .291 .61 .170 .86.465 .11 .379 • 37 .287 .62 | .164 .87.462 .12 .376 • 38 .283 .63 ! .158 .88 !.458 .13 .373 .39 .279 .64 ! .151 .89.455 .14 .369 .40 .275 .65 .144 .90.452 .366 .41 .271 .66 ! .136 • 91 t.449 .16 i .362 .42 .266 .67 i .128 .92.446 •rr .259 .43 .262 .68 i .120 .93.442 .18 ] .355 .44 .258 .69 ; .111 .94.439 *19 .351 .45 .253 .70 j .101 .95 i.43 6 .20 i .348 .46 .249 .71 ; .090 .96 s.433 .21 .344 .47 .244 .72 s .078 • 97 i.429 .22 i .341 .48 .240 • 73 ; .064 .98 j.426 .23 | .337 .49 .235 .74 1.045 .99.423 .24 .333 .50 .230 .75 .000 ..00 i.420 |

i>.25 (

j j

i .j

1Odell, Charles W. "Statistical Method In Education", D. Apple­ton Company, New York, 1935, p. 313*

169

APPENDIX DRELATION OP COEFFICIENT TO THE PERCENT OP FORECASTING

EFFICIENCY1

r E (percent) r E (percent).10 .5 .70 29.20 2 oCO• 40

o» 5 • VO o 56.40 8 .95 69.50 13 .98 80

oVO* 20 1.00 100

1Hull, Clark L. "The Correlation Coefficient and Its Prognostic Significance, "Journal of Educational Research" XV, p.327- 338.