A survey of teacher attitudes concerning guidance in the elementary school

The problems of this investigation were as follows: 1 .Do teachers feel that there is a need for a guidance system in the elementary school? 2. Do teachers\u27 attitudes toward guidance appear to differ in relation to the income area they serve? Do teachers\u27 attitudes differ in relation to school size? 3. How do teachers rank the need for guidance personnel with the need for other supportive personnel? 4. What are the differences between grade levels in teachers\u27 attitudes toward guidance? 5. What kinds of functions relating to guidance do teachers feel they should perform; should seek help with? (a) To what extent is there a difference among teachers\u27 feelings concerning guidance functions resulting from the years of teaching experience? (b) To what extent is there a difference among teachers\u27 feelings concerning guidance services resulting from the college level of education? (c.) To what extent is there a difference among teachers\u27 feelings concerning guidance services resulting from the number of courses taken in the mental health area? The purpose of this thesis is to emphasize and clarify the prevalent needs that would be met by guidance in the elementary school in the opinion of teachers. The realization of individual differences in child growth and development further emphasizes the need for guidance services. The role of guidance in the elementary school is to create an awareness of these individual differences and to provide a setting wherein children may be given the needed experiences and helped to develop those attitudes and understandings that would help them to mature toward their fullest potential intellectually, socially, physically, and emotionally