Self-concept and teacher competency among female college students in a preschool-teacher training program

Graduation date: 1982The relationship between self-concept and teacher competency\ud was examined among 29 female college students enrolled in a\ud beginning-level practicum of a preschool-teacher training program.\ud The Tennessee Self Concept Scale (TSCS) and the Preschool Teacher\ud Competency Rating Scale (PTCRS) were used to assess the subjects'\ud self-concepts and teacher competencies at the end of their\ud training practicums. Results obtained did not support the theoretical\ud proposition derived from self theory that self-concept and\ud teacher competency among the subjects would be positively related.\ud They also failed to provide data in support of the construct\ud validity of the PTCRS. Only 4 of the 90 correlation coefficients\ud expressing the relationship between self-concept and teacher competency\ud calculated reached statistical significance (p < .05).\ud However, they were negative in direction. In addition, further\ud analyses of data revealed no significant differences between the\ud teacher competency scores of subjects in high and low self-concept\ud groups. Discussion of results focused on explaining why such results\ud may have been obtained, limitations encountered in this study, and\ud suggestions for future research