Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals

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dc.contributor.advisor Jones, Donald W. en_US
dc.contributor.author Futrell, Alvin L. en_US
dc.date.accessioned 2011-06-03T19:25:44Z
dc.date.available 2011-06-03T19:25:44Z
dc.date.created 1987 en_US
dc.date.issued 1987
dc.identifier LD2489.Z64 1987 .F87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176285
dc.description.abstract The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision. en_US
dc.format.extent xiii, 135 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Student teachers -- Supervision of. en_US
dc.subject.lcsh Student teaching. en_US
dc.title Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals en_US
dc.title.alternative Relative importance of characteristics required to become an effective university supervisor of student teachers en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/483473 en_US


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  • Doctoral Dissertations [3194]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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