Abstract

The purpose of this quantitative study is to identify what relationship, if any, exists between (a) teachers' perception of their own moods and behaviors that align with National Council for the Accreditation of Teacher Education's (NCATE) teaching dispositions and California Commission on Teacher Credentialing (CCTC) standards within the classroom and (b) their students' perception of teachers' moods and behaviors that align with NCATE teaching dispositions and CCTC standards within the classroom. This study focused on students in Grades 9 through 12. This study also examined whether students' academic achievement, as measured by their course grades, affects students' perception of their teachers' in-class moods and behaviors. The study gathered self-report data about (a) students' perceptions of the teacher's dispositions based on students' observations of teacher behavior in the classroom and (b) teachers' self report about their own dispositions. These dispositions are conceptually equated with teacher attitudes and are based on the NCATE dispositions. The Student Perception Survey created by the researcher was used to gauge the students' perspective of particular dispositions observed within the classroom setting. The National Council for the Accreditation of Teacher Education dispositions state there are certain attitudes and behaviors teachers should use in the classroom, which align with the dispositions measured by the Student Perception Survey. This method was selected to assess the relationship between (a) the NCATE dispositions as indicated by current observable moods, attitudes, and behaviors as perceived by students, and (b) student grades. The results of the study suggest that the disposition of belief of a student's ability to learn is being accurately perceived and being displayed by the teachers in the classroom. The findings also suggest that although the students like their teachers, the students perceive that their teacher's treatment as unfair whether it be toward themselves or other students, therefore the disposition of fairness is not being accurately displayed in the classroom. The research shows that there is a relationship between average student's course grades and the teacher's disposition within the classroom

Library of Congress Subject Headings

Dissertations (EdD) -- Educational leadership, administration, and policy; National Council for Accreditation of Teacher Education -- Evaluation; Teacher effectiveness; Academic achievement

Date of Award

2012

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Barner, Robert R.;

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