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Educational Attitudes and Perceptions of Desirable Traits of Teachers1

Educational Attitudes and Perceptions of Desirable Traits of Teachers1

Abstract

Educational Attitudes and Perceptions of Desirable Traits of Teachers FRED N. KERLINGER and ELAZAR J. PEDHAZUR New York University How do attitudes toward education affect perceptions of desirable traits of teachers? Are perceptions of desirable teacher traits congruent with the attitudes of the perceiving individual? The basic hypothesis of this study was: Perceptions of the characteristics of the "good" or effective teacher are in part determined by the perceiver's attitudes toward education. Previous research indicates that two basic factors, "progressivism" and "traditionalism," underlie attitudes toward education (Kerlinger, 1967a). Two basic factors, "person orientation" and "task orientation," seem also to underlie perceptions of desirable teacher characteristics (Kerlinger, 1967b). Another mode of expressing our hypothesis is to say that the two perceptual factors 1. This study was supported by the Cooperative Research Branch, United States Office of Education, Department of Health, Education, and Welfare, Project 5-0330. It is the last report of a set of studies of educational attitudes and teacher trait perceptions. Parts of it were presented at the convention of the American Educational Research Association, February 18, 1967. The complete study is reported in Kerlinger and Pedhazur (1967). We are grateful to the following individuals who in one
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