Effect of teacher self-concept on pupil reading achievement
The purpose of the study was to investigate relationships between teacher self-concept and pupil reading achievement at the first and second grade levels. Research has verified the relationship between teacher self-concept and pupil self-concept as well as between pupil self-concept and reading achievement. A logical extension would seem to be that teacher self-concept is related to pupil reading achievement. However, this assumption does not appear to have been thoroughly investigated. This study was designed to investigate that relationship.The subjects included 275 pupils and the thirty-two teachers to whom these pupils were assigned in first and second grades. The sample was drawn from four elementary schools in a large midwestern city. Criteria for selection of schools included random assignment of pupils to both first and second grade self-contained classrooms during the 1977-78 and 1978-79 school years.Instruments employed in the study included the Index of Adjustment and Values administered to assess global self-concept of teachers. The discrepancy score (Self-Ideal Self) was used as a basis for classifying teachers into groupings designating range of discrepancy from minimal to maximal. The SRA Assessment Survey Achievement Series, administered to pupils as part of the regular testing program within the school corporation, provided the data on reading achievement.After teacher discrepancy scores were computed, rank ordered, and subdivided into three sections for each grade, these were designated as minimal discrepancy score (Mi DS), medium discrepancy score (Me DS), or maximal discrepancy score (Mx DS). Nine groups representing the nine possible combinations of teachers grouped by discrepancy scores were devised. The reading achievement scores obtained by pupils at the end of second grade were then placed into the appropriate groups based on the designations of their first and second grade teachers. Mean reading achievement scores and standard deviations for pupils in each group were computed.The following null hypotheses were tested:1. No significant relationships exist between teacher self-concept and pupil reading achievement when pupils are identified on the basis of assignment in first and second grades to teachers manifesting varying degrees of discrepancy between self-concept and ideal self-concept.2. No significant differences exist in the reading achievement of pupils having had either a first or second grade Mi DS teacher and pupils who did not.3. No significant differences exist in the reading achievement of pupils having had either a first or second grade Mx DS teacher and pupils who did not.4. No significant differences exist in the reading achievement of pupils having had a Mi DS first grade teacher and pupils who did not.A one-way analysis of variance technique comparing the differences of the means within and between groups was employed. No significant differences were found. Therefore, none of the four null hypotheses was rejected.The most obvious conclusion to be drawn was that teacher self-concept, when assessed by the IAV which provides a global measure, revealed no significant relationship to pupil reading achievement. However, it is possible that several dimensions of self-concept exist and variables demonstrated in the classroom may not have been adequately measured by the self-concept instrument. Also, it is possible that the self-concept's of other, more significant adults such as parents exert a greater influence on children's reading achievement than the self-concept of the teacher. It was recommended that further studies be conducted to investigate these implications.