A comparison of first‐year, fifth‐year, and former teachers on efficacy, ego development, and problem solving
A comparison of first‐year, fifth‐year, and former teachers on efficacy, ego development, and problem solving
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对一年级、五年级和前任教师的效能、自我发展和问题解决能力进行比较
DOI：
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发表时间：
1982
期刊：
影响因子：
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通讯作者：
Roy T. Tamashiro
中科院分区：
文献类型：
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作者：
C. Glickman;Roy T. Tamashiro
分析了一年级教师(N=50)、五年级教师(N=49)和原教师(N=30)在效能感、自我发展和问题解决方面的差异。这三组人都是同一所大学的毕业生，他们回答了一项书面调查。对所有组中的每个变量使用方差分析，α水平为0.05，并使用Scheffe多范围检验来确定组间的显著性。在效能感和自我发展的测量上，一年级和五年级教师的得分显著高于以前的教师，但彼此之间没有差异。在解决问题的测量上，不同组之间没有显著差异。
Differences in first-year (N=50), fifth-year (N=49) and former (N=30) teachers on measures of efficacy, ego development, and problem solving were analyzed. The three groups were graduates from the same university who responded to a written survey. ANOVA was used for each variable across all groups, with an alpha level of.05, and the Scheffe multiple range test was used to determine significance between groups. On measures of efficacy and ego development, both first-year and fifth-year teachers scored significantly higher than former teachers, but did not differ from each other. There were no significant differences among the groups on the measure of problem solving.