Factor Content of the Minnesota Teacher Attitude Inventory.
Factor analyses of the Minnesota Teacher Attitude Inventory's 150 items were conducted to test the hypothesis that the MTAI contained more homogeneous and unidimensional measures of teachers' attitudes than are represented by the total score. A series of analyses applied to 368 MTAI responses of int...
| Publicado en: | American Educational Research Journal Vol. 8; no. 1; pp. 119 - 134 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Jan1971
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18701747&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18701747 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00028312 02Y jtl: American Educational Research Journal issn: 00028312 maglogo: Y pubinfo: dt: Jan1971 vid: 8 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18701747 10.3102/00028312008001119 ppf: 119 ppct: 15 formats: tig: atl: Factor Content of the Minnesota Teacher Attitude Inventory. aug: au: Yee, Albert H. Fruchter, Benjamin affil: Box 50, Education Building, University of Wisconsin, Madison, Wisconsin 53706. Bridegway Hall 301, University of Texas, Austin, Texas 78712. su: Teacher attitudes Education Teachers Professions School employees Minnesota sug: subj: Minnesota Teacher attitudes Education Teachers Professions School employees ab: Factor analyses of the Minnesota Teacher Attitude Inventory's 150 items were conducted to test the hypothesis that the MTAI contained more homogeneous and unidimensional measures of teachers' attitudes than are represented by the total score. A series of analyses applied to 368 MTAI responses of intermediate grade teachers with various computer programs, yielding a number of alternative analyses, resulted in the selection of a solution with five interpretable and meaningful factors, identified as follows: 1. Children's irresponsible tendencies and lack of self-discipline, 2. Conflict between teachers' and pupils' interests, 3. Rigidity and severity in handling pupils, 4. Pupils' independence in learning, 5. Pupils' acquiescence to the teacher. Discussion was given their interpretation and significance for the psychological study of teacher behavior as well as comparison with earlier work by Horn and Morrison. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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