Minnesota Teacher Attitude Inventory Research Articles

Development of the nurse tutor's attitude subscale: a pilot study

This study attempts to develop an instrument to measure a nurse-tutor's attitude toward teacher-pupil relationship. The Nurse Tutor's Attitude Subscale comprised of 37 items was adapted from the Minnesota Teacher Attitude Inventory. Although sample size of this survey was too small to allow confident generalisation, the author wishes to share her experience and problems in developing an instrument for measuring teaching attitude of a nurse-tutor in Hong Kong. It is also hoped that through this preliminary communication, more awarencess and attention be directed to helping the nurse-tutors to understand that their classroom attitudes affect effectiveness of their teaching and, henceforth, student learning.

Research Purpose Information and Affective Instrument Scores

Research studies have indicated that when subjects are given cues or information about the purpose of a research study the scores on a psychological measure tend to increase in a positive direction. In this study 100 undergraduate students were assigned to one of three treatment groups. The first group received information stating that high scores on the Minnesota Teacher Attitude Inventory (MTAI) revealed a potentially successful teacher. The second group obtained neutral information. The third group was told that high scores on the MTAI resulted in potentially poor teachers. The results indicated that both positive and negative information increased the scores of subjects on the MTAI and suggested that the validity of the MTAI might be compromised.

Teachers' Attitudes in Relation to Rational-Emotive and Self-Actualization Theories

This study investigated the attitude of trainees toward the teaching profession in relation to Rational-Emotive and Self-actualization theory. The Adult Irrational Ideas Inventory, Personal Orientation Inventory and the Minnesota Teacher Attitude Inventory were administered to 34 senior students in education. Positive but small to moderate relationships were obtained between the teacher-trainees' attitudes, levels of self-actualization, and possession of rational thoughts. Implications for education were also presented.

Maslow's Needs Hierarchy Related to Educational Attitudes and Self‐concepts of Elementary Student Teachers

ABSTRACT The goal of this study was to explore relationships among Maslow's needs hierarchy, educational attitudes and self‐concepts of elementary student teachers. The sample consisted of 128 elementary student teachers in their undergraduate professional teacher preparation programme at the University of Houston, Houston, Texas. Three data‐gathering instruments used in this study were: (a) the Work Motivation Inventory to measure the student teachers’ motivations, (b) the Minnesota Teacher Attitude Inventory to measure educational attitudes and(c) the Adjective Self Description instrument to measure self‐concepts. The data were analysed by multiple regression techniques. Results of the study were that educational attitudes and self‐concept, operating jointly, significantly contributed to the variance in Maslow's needs hierarchy scales of basic, safety and self‐actualisation needs. The finding that self‐concept and educational attitudes were related to student teacher motivation adds validity to the theo...

The Effect of Providing Research Purpose Information When Treatment is Delayed

Summary This study looked at time as the critical factor when providing research purpose information to S s in classroom settings. The sample, 239 male and female students in 16 classes at a Southern university, was randomly assigned to one of six treatment groups. Each group was provided research purpose information ranging from no information to complete positive and complete negative information. The Minnesota Teacher Attitude Inventory was used as the dependent variable and was administered one week after the S s were provided the research purpose information. ANOVA indicated significant differences among the groups at the .01 level. S s acted in accordance with the information given and the E's expectations.

Stability of the factor structure of a short form of the Minnesota Teacher Attitude Inventory

Stability of the factor structure of a short form of the Minnesota Teacher Attitude Inventory

Success in Student Teaching of Home Economics as Related to Selected Factors

The purpose was to examine the relationship of attitude, vocational interests, personal needs, academic achievement, background factors, and academic ability to success in stu dent teaching of home economics. Data were collected during six consecutive semesters from 90 home economics education student teachers and were analyzed using correlation and multiple regression statistical methods. Scores from the Minnesota Teacher Attitude Inventory, Strong Vocational Interest Blank, the Ohio State University Psychological Test, and Edwards Personal Preference Schedule were used. All but three of these were found to be unrelated to success in student teaching of home economics. Of the background factors investigated in this study, father's occupation, high school extracurricular activities, and college extracurricular activities were significantly related to success in student teaching of home economics as were grade point average and home economics course work grade point average. However, the significant variables identified did not show a high enough correla tion value to be useful in prediction of success in student teaching of home economics.

Teacher attitudes and personality

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.

Attitudinal Stability of Teachers of Exceptional Children

AbstractThe attitudes of special education teachers were investigated using the Minnesota Teacher Attitude Inventory. Attitudes were compared over a 5-year period for stability. In addition, geographic differences in attitude between Iowa and New England special class teachers were investigated. The results indicated high stability over the 5-year period and no geographic differences in attitude were found.. The stability findings were consistent with those reported for regular class teachers and allow generalization to special class teachers. No inference was made to the quality of the attitudes, only that they were stable.

Limitations of Personality Testing as Applied to College of Education Students

Summary A whole year intake of a college of education was tested near the beginning and end of their course using two tests, the Study of Values and the Minnesota Teacher Attitude Inventory. Results were analysed in groups by testing changes in mean scores for significance. Few significant changes were found over a period of two‐and‐a‐half years. An examination of the tests and their bases leads to some doubts as to the validity of the tests in their present form.

An Assessment of Attitudes and Behaviors of Foreign Language Teachers

ABSTRACT The aim of this study was to identify what foreign language teachers believe are true characteristics of students and to provide empirical evidence about teachers' classroom behaviors as they relate to the teaching‐learning process. Nine secondary schools situated in urban and suburban communities participated in the study. All foreign language teachers of the participating schools and 1,046 of their randomly selected students were surveyed by means of the Minnesota Teacher Attitude Inventory and the Teacher Description Instrument.Teachers of foreign languages manifested, in varying degrees, supportive attitudes toward pupils. They favored students' self‐motivation and open interaction in the classroom, and they cautiously moved toward a student‐centered concept of instruction. Students, in identifying and rating their teachers' classroom behaviors, confirmed that foreign language teachers displayed student‐centered classroom behaviors and that they actualized learning by being sensitive to the needs and abilities of students.

Changes in students' attitudes to teaching

An adaptation of the Minnesota Teacher Attitude Inventory was administered to all Garnett College students during the first week of the 1968–1969 session. It was administered again towards the end of the course, just before the Teacher's Certificate Examination. Scores were available for 243 students, who had taken the inventory on both occasions.

Adult Locus of Control and Self-Righteous Attitudes

In a recent study (3) internal as measured by the Adult Locus of Control Scale was negatively correlated with scores on the Pharisaic Virtue (1) scale. The latter, an MMPI research scale, was designed to measure self-righteous or hypocritical attitudes toward ochers and to correlate with scores on the Minnesota Teacher Attitude Inventory, a measure of democratic versus authoritarian approaches to others. The correlation between adult and Pharisaic Virtue scores corroborates other evidence that is related to teaching potentiality (3) and suggests that may be important in interpersonal relations. The present study was designed to test the reliability of the correlation between and Pharisaic Virtue using a college sample (Powell and Vega tested teachers and teacher-aides) and to examine the relationships between individual items on Pharisaic Virtue and scales. Ss were 55 students enrolled in introductory psychology, statistics, and survey history classes. The two scales were administered anonymously during a single class period; some Ss answered the one scale first while others answered the other first. On both scales higher scores indicated greater internal and more self-righteous attitudes. The scores were comparable to those obtained in the previous study (3); mean score was 19.60 (SD = 2.20) and mean self-righteous score 17.93 (SD = 5.5). The Pearsonian r between these was -.356 (df = 53, P .lo). Comparisons of scores on individual Pharisaic Virtue items and total showed 15 of the point-biserial rs L -.20, but only 7 were significant (P = .05, r --L - .27, df = 53). The point-biserial rs between MMPI Items 94, 336, 356, 357, 375, 404, and 439 and scores were, respectively, -.29, -.28, -.35, -.33, -31, -.32, and -.28. The specific of these items seemed to be related to over one's own feelings (e.g., Item 356) and impatience with others (Item 439). The results substantiate the findings (3) that feelings of internal are associated with less self-righteous or hypocritical attitudes toward others. It may be that such attitudes represent a defensive reaction against the feelings of exrernal and their consequences. The association between and interpersonal relations should be studied to determine the possible origins of and its specific influence on interpersonal behavior; this has already been suggested by Joe (2). Although ir is difficult to make inferences from the specific of MMPI items, since face validiry is considered to be of little or no importance, it is possible that the relationship between scores on the present scales resulrs largely from the control content of particular Pharisaic Virtue items.

Evaluating a Mental Health Workshop for Teachers

Twenty-four elementary and high school teachers in North Carolina participated in an eight-week inservice training program on mental health concepts applied to the classroom. The teachers met once weekly for two-hour sessions. Using the Minnesota Teacher Attitude Inventory as the criterion measure of attitude improvement, the authors compared the participants with matched controls before and after the workshop. Although the control group scored significantly higher on the pretest, no change occurred for it on the post-test, whereas a statistically significant mean change score of 9.42 was found for the participants. The authors conclude that the training program was effective in changing attitudes in the desired direction for teachers who were motivated to take the training.

SOCIAL CLASS DIFFERENCES IN TEACHER ATTITUDES TOWARD CHILDREN

GOLDENBERG, IRENE. Social Class Differences in Teacher Attitudes toward Children. CHILD DEVELOPMENT, 1971, 42, 1637-1640. 2 groups of Ss (master teachers and teacher aides) were matched except that master teachers were members of the middle class, while teacher aides were members of the lower class. Comparisons between the groups on the Minnesota Teacher Attitude Inventory showed middle-class teachers to be significantly more permissive and less puritanical in outlook, to take more pleasure in the emotional aspects of teacher-pupil relationships, and to show less authoritarian attitudes toward children than did lower-class teachers.

The Minnesota Teacher Attitude Inventory As A Prediction of Leadership Styles in a Recreation Setting

The purpose of the study was to measure the attitudes of day camp counselors as indicated by the Minnesota Teacher Attitude Inventory (MTAI) and to determine the degree of relationship between thes...

Application of the Minnesota Teacher Attitude Inventory (MTAI) to British and East African Diploma Students

Application of the Minnesota Teacher Attitude Inventory (MTAI) to British and East African Diploma Students

Relationships between Personal Variables of Teachers and Their Perception of the Behavior of School Personnel

The purpose was to determine if relationships exist between personal variables of teachers, as measured by the Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factor Questionnaire (16 PF), and their evaluation of the behavior of their principal and fellow teachers in responses to items of the Organizational Climate Description Questionnaire (OCDQ). The sample consisted of 1,691 teachers in eighty-one Minneapolis, St, Paul, and suburban elementary schools. Data were analyzed through the use of coefficients of correlation and multiple regression equations. The examination of 138 null hypotheses indicated that certain personality factors of teachers, along with their attitude toward children, are related to the evaluation of certain dimensions of behavior as indicated by scores on the eight subtests of the OCDQ.

Factor Content of the Minnesota Teacher Attitude Inventory

Factor Content of the Minnesota Teacher Attitude Inventory

Factor Content of the Minnesota Teacher Attitude Inventory

Factor Content of the Minnesota Teacher Attitude Inventory