Pupil Control Ideology Of Teachers Research Articles

Classroom Context Influence on Pre-Service Teacher Pupil Control Ideology

The purpose of this experimental study is to examine the extent to which changes in a classroom scenario influence participant reports of pupil control ideology (PCI). Pre-service teacher participants (n = 83) completed a measure of PCI. They were then randomly assigned into hypothetical classroom contexts (low time, low physical resources, and control conditions). An ANOVA procedure was used to examine group differences in PCI. Results of this study indicate that participants in the low time condition exhibited statistically significantly more custodial PCI than participants in the control condition, while participants in the low resources condition exhibited a near significant mean difference from participants in the control condition. Implications for practice are reported.

The Effects of Pupil Control Ideology of Teachers on their Conflict Management Strategies

<p style="text-align: justify;">The aim of this study was to determine teachers' perspectives on conflict management strategies and further to determine the effects of pupil control ideologies on their conflict management strategies. 120 primary and secondary school teachers were administered a Likert type questionnaire. The data collected were analyzed through multiple regression analyses and the teachers’ perspectives on conflict management strategies were determined. Moreover, the effects of pupil control ideology of teachers on their conflict management strategies were revealed. The results of this study suggested that teachers preferred integration reconciliation strategy in conflict resolution the most, and domination strategy the least. It was observed that, among the conflict management strategies, teachers’ pupil control ideologies predicted domination strategy positively and integration-reconciliation negatively. Certain suggestions were made based on the findings of the study.</p>

Hearing and Deaf Teacher Pupil Control Ideology and Pluralistic Ignorance

The authors employed participant observation, a survey ( N = 118) of teachers and selected follow-up ethnographic interviews to examine teacher pupil control ideology in a residential elementary and secondary school for the hearing impaired. Participant observation yielded three hypotheses. First, hearing teachers would be perceived as more humanistic than their deaf colleagues. Second, teachers would perceive their typical colleague as more custodial than was actually the case. Third, teachers' pupil control ideology would be influenced more by the ideology of colleagues within rather than outside of their informal groups. Results of the survey and interviews generally supported the three hypotheses. Pupil control appeared to be a pervasive normative structure of the teacher subculture with variation in ideology related to the intentions and goals held by teacher subgroups for clients.

Changing teacher pupil control ideology and teacher anxiety

This study reviews research related to pupil control ideology and examines the effects of a ten‐week inservice course dealing with child management techniques conducted with the staff (n=11) of a small elementary school. The main variables of concern were Pupil Control Ideology (PCI), Teaching Anxiety, Discipline Anxiety and Classroom Management Techniques (CMT). PCI and CMT are indicators of ideology and practices respectively on a custodial/humanistic dimension. Pre‐ and post‐test differences indicated significant movement from a custodial ideology and practices, and a significant reduction in anxiety in general teaching and in discipline situations. The study has implications for further research and inservice courses.

Teacher pupil control ideology and pupils' projected feelings toward teachers

The relationship between teacher pupil control ideology and pupils' projected feelings toward teachers was examined. The Pupil Control Ideology Form, based on a custodial-humanistic continuum, served as the operational definition for teacher views toward pupil control. Lemeshnik's Draw-A-Teacher technique, a projective device based on a negative-positive continuum, served as the operational definition of pupils' projected feelings toward teachers. A sample of 131 teachers and their students responded to these instruments, respectively. Pearson product-moment correlations indicated that custodialism in teacher pupil control ideology was directly related to pupils' negative feelings toward teachers. Multiple regression analysis indicated that pupil control ideology, followed by teacher sex and grade level, predicted pupils' feelings toward teachers. Further analysis revealed that boys projected more negative feelings toward teachers than did girls.

Teachers' perceptions of student threat to teacher status and teacher pupil control ideology

Three hypotheses were examined. The first posited a direct relationship between teachers' perceptions of student threat to teacher status and custodialism in teacher pupil control views. The other two proposed that secondary school teachers, compared with elementary teachers, would perceive greater student threat to teacher status, and would be more custodial in pupil control ideology. The hypotheses were tested, using a sample of 373 teachers. None of the hypotheses could be rejected. The first hypothesis served as a premise in a theoretical framework used in past research. Since a test of this theoretical proposition was carried out, an opportunity was afforded more directly to disprove the theory.

Occupational Socialization and the Physical Education Student Teacher

Abstract The purpose of this study was to assess the physical education student teacher's Pupil Control Ideology (PCI) prior to and after student teaching and to examine the cooperating teacher's role as a socialization agent. PCI was examined by the Pupil Control Ideology Form which assesses the ideology on a continuum from custodialism to humanism. In addition, observational and interview data were collected in order to make further comparisons with PCI data. The results indicate that the subjects (N = 28) became significantly more custodial in their PCI during student teaching. When compared to cooperating teacher scores, student teachers' mean PCI scores were significantly different on pretest analyses (in a humanistic direction), but not on posttest analyses. Furthermore, PCI results from subjects selected for field observation indicated that the humanistic group moved in a custodial direction, while the custodial group moved in a humanistic direction. Finally, observation and interview data support ...

Teacher Pupil-Control Ideology and Behavior and Classroom Environmental Robustness

regarding pupil control and their impact on students' perceptions of classroom life as robust or dramatic. The study is part of a line of inquiry on schools as social organizations and the part played by pupil control in such organizations (2, 3). An unexpected side result of one of our past studies was the finding that students in a highly traditional school had more positive attitudes toward their everyday classroom lives than students in an open, permissive school (4). This unanticipated finding called for explanation. A plausible conjecture, put in the simplest terms, was that strict discipline adds drama to school life (1). This conjecture was after-the-facts; hence, prior hypotheses were formulated that could b tested empirically.

The Pupil Control Ideology of Teachers in Selected Schools

The relationships between pupil control ideology and teacher sense of efficacy, bureaucratic level of school, and socioeconomic status (SES) of the school’s students were examined in this study. The Teacher Efficacy Scale (TES) and the Pupil Control Ideology Form (PCI Form) were administered to teachers (n = 275) in nine schools stratified according to socioeconomic status of clientele and bureaucratic level. Findings indicated that teachers in low SES schools were more custodial toward pupil control than teachers in middle SES or upper SES schools. Additionally, teachers with low sense of efficacy perceived control of pupils more custodially than teachers with average or high perceptions of efficacy. This study, also, suggests that control ideology may indicate the type of bureaucracy operating within the school.

Pupil Control Ideology and Teacher Influence in the Classroom

Elementary school teachers (N= 260)employed by a suburban St. Louis school district responded to the Pupil Control Ideology Form (PCI). Twenty teachers were selected to comprise two experimental groups. Groups were determined by high and low scores on the PCI. The investigation was undertaken to determine if the pupil control ideology of teachers differentially affects their operational behavior in the classroom. There was no significant difference among the proportions of indirect verbal behavior, direct verbal behavior, or student verbal behavior. However, the humanistic and custodial Ss differed in the frequency of use of verbal behaviors categorized as (1) accepting and developing student ideas (3-3 cell); (2) lecturing, giving facts or opinions (5-5 cell); and (3) student initiated verbal behaviors (9-9 cell). In each case, the humanistic group utilized significantly more verbal behaviors classified as indirect than did the custodial group.

The relationship between the change in pupil control ideology of student teachers and the student teacher's perception of the cooperating teacher's pupil control ideology

The relationship between the change in pupil control ideology of student teachers and the student teacher's perception of the cooperating teacher's pupil control ideology

Schools as Organizations: Some Illustrated Strategies for Educational Research and Practice

Concern with the relationship between theory and practice in educational administration seems especially compatible with certain research strategics. Data were gathered i n a field study to focus attention on some of the main features of the school as a social organization and to facilitate hypothesis development. The hypothesis formulated had at least some empirical base, as well as a logical one. This eases the transition from theory and research to practice. The organizational world of the practitioner itself becomes an object of inquiry. Theory imposes its special kind of order on the practitioner's world; but, at the same time, data from that world create pressures for relevant conceptual analyses. The field study suggested the general importance of pupil control in public schools and the hypotheses formulated and tested dealt with the pupil control ideology of teachers. In addition, speculations on adaptivc structures in public school organizations were offered and some limitations of the work were noted.

The Influence of Experience on the Beginning Teacher

The Influence of Experience on the Beginning Teacher