A comparative study of impacts of the beginning teacher internship program on self concepts and career orientations of beginning teachers

Cardinal Scholar

Show simple item record

dc.contributor.advisor McElhinney, James H. en_US
dc.contributor.author Chiang, Linda Hsueh-Ling en_US
dc.coverage.spatial n-us--- en_US
dc.date.accessioned 2011-06-03T19:24:09Z
dc.date.available 2011-06-03T19:24:09Z
dc.date.created 1990 en_US
dc.date.issued 1990
dc.identifier LD2489.Z64 1990 .C55 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175512
dc.description.abstract The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent viii, 210 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh First year teachers. en_US
dc.subject.lcsh Teachers -- Training of -- United States. en_US
dc.subject.lcsh Teachers -- United States -- Attitudes. en_US
dc.subject.lcsh Teachers -- Job satisfaction -- United States. en_US
dc.subject.lcsh Self-perception. en_US
dc.subject.lcsh Mentoring in education. en_US
dc.title A comparative study of impacts of the beginning teacher internship program on self concepts and career orientations of beginning teachers en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/720293 en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account