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The Structure of the Self-Growth of Teachers

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  • Design
  • Education
  • Political Science


This study examined the content and the structure of the self-growth process of educators. Study 1 involved the gathering and structuring of information gathered through free-response surveys into the matter. Study 2 integrated the findings of the first study in order to construct a questionnaire, from which a factor analysis was done, identifying the components and types of the self-growth of teachers. Finally, the relationship between these characteristics and the awareness of the role of the teachers was investigated. Study 1 had the purpose of establishing the content of the self-growth of teachers. Eighty elementary and middle school teachers (31 male, 49 female) with more than 10 years experiecnce were asked to freely respond to the following question, "Through your daily experience as educators, what do you feel constitutes self-growth and what are some of the things that are related to it." The responses were categorized according to similarity, and each category was summarized into one statement with a common underlying idea. A total of 110 statements or items were derived, and these in turn were structured through the K J method into groups. The item groups that resulted were the follwing : 1. The development of knowledge and teaching skills through training programs, reading, exchange with other teachers, scrtutinizing text materials, etc. 2. Realization of self-growth and self-understanding through the attainment of a modest and flexible attitude toward the acceptance of children as they are. 3. Setting goals and repetitively failing in these goals, thoroughly probing why they failed, and persisting in the same goal achievement tasks leads to self-growth. 4. Increasing the awareness of the problem by reconsidering one's life style through the examination of diverse areas, such as family and society. 5. The existence of a democratic atmosphere in the staff room, which ensures liberal teaching practices. Study 2 involved the formation of questionnaire items from the categories derived in the previous study, and had the purpose of identifying the structure and situations of the self-growth of teachers as they perceive them in their daily routine. A total of 95 items were formed through a careful consideration of the 5 groups in the first study, such that items were genuinely distinct from each other. They were designed to induce responses based on a five point scale of : 1. agree; 2. somewhat agree; 3. neither agree nor disagree; 4. somewhat disagree; and 5. disagree. In addition to these, 10 more items concerning the role of the teacher were included, and these also took on the same five point design. Subjects were 119 middle school teachers, with teaching experiences ranging from less than one year to more than 20 years. A factor analysis revealed three factors of teacher self-growth : 1. contact with children and diverse human growth; 2. growth due to the atmosphere created by colleagues, senior staff and the staff room itself; and 3. improvement in teaching and classroom management. Further, the 10 items dealing with their awareness of the role of teachers was also subjected to a factor analysis, dividing them into two factors : 1. classroom and subjected management; and 2. social role and personal security. Each of these consisted of five items, and their reliability was at a satisfactory level. The three factors of self-growth and the two factors of role awareness were correlated to examine their relationships, and a further correlation of the former three factors was done with each item of the latter two. The following finding were obtained : 1. Three factors of the self-growth of teachers was determined through a measuring device : 1. contact with children and diverse human growth; 2. growth due to the atmosphere created by colleagues, senior staff and the staff room itself; and 3. improvement in teaching and classroom management. Teachers were perceived generally to be high on the first factor, medium on the

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