Teachers’ Instructional Difficulties–A Review of Research

Abstract

Teachers are not unwilling to admit, to the proper persons and under favorable circumstances, that they have classroom problems. Investigators have discovered, by one means or another, what teachers regard to be their instructional problems. It has also been found, in several studies, that super visors, principals, and superintendents have certain notions of what teachers' problems are. The present report does not purport to analyze all available studies of teachers' instructional problems. It does cover what is probably a fair sample of such studies as were published during the period, 1927 1941. No attempt has been made to canvass the considerable literature deal ing with the personal, health, mental hygiene, and community problems of teachers. Special attention has been given to reports of research on teachers' problems directly related to the classroom and to teaching. The writer is well aware of the fact that he has artificially delimited the area of research to be covered. No one would deny that teachers' instructional problems have mental hygiene, health, community, and personal implications. However, it was felt that real value might come from an analysis of a limited type of research.