New Directions in Education Perceived by 590 Virginia Teachers


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Abstract

Teachers' self-assessments of professional performance were investigated, their perceptions of stress factors operating in the classroom, and their recommendations for needed remediation. 1546 teachers' self-portrait questionnaires were given in 1984 to Virginia teachers of five public school districts. Of those returned 38% were useable. 1400 of the 18-item version of Cichon and Koff's 1979 Teaching Events Stress Inventory, taken from the original self-portrait questionnaire, were redistributed in 1988 to teachers of the same school districts. Of those returned 43% were useable. Analysis showed consensus among teachers on (1) perceived teaching competence, (2) need for increasing collaboration among administrators, teachers, and parents, and (3) strategies recommended for improvement of teaching and learning.

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