Cognitive and affective dimensions within teacher evaluation

The purpose of the study was to present the differences between the opinions of prospective teachers and experienced, certified teachers concerning the relationship of the cognitive and affective dimensions to teacher evaluation. Comparisons were made with the total prospective-teacher responses and total established-teacher responses; elementary prospectiveteacher responses and elementary established-teacher responses; secondary prospective-teacher responses and secondary established-teacher responses; male prospective-teacher responses and male established-teacher responses; female prospective-teacher responses and female established-teacher responses; total male responses and total female responses; total prospective-teacher responses and responses of established teachers with three to nine years of experience; total prospective-teacher responses and responses of established teachers with ten or more years of experience.The study was limited to the prospective teachers enrolled in student teaching during the spring quarter, 1971, at Ball State University, Muncie, Indiana. It was further limitedin that only those experienced and certified educators teaching in schools which held membership in the Upper Wabash Valley School Study Council in Indiana were utilized.The population for the study was composed of 187 randomly-selected elementary and secondary student teachers from Ball State University and 200 randomly-selected elementary and secondary established teachers teaching in schools within the Upper Wabash Valley School Study Council.The instrument for the study was developed, based upon the review of literature, the opinions of selected established teachers, as well as the judgments from faculty in the Teachers College, Ball State University. An opinionnaire-questionnaire composed of predominantly cognitive and affective statements was then constructed.Sixteen null hypotheses were developed. Two-by-two contingency tables were constructed to enumerate the "yes"-"no" responses of the two groups to the affective and cognitive statements. Chi square was then applied to test the degree of significance between the responses of the prospective-teacher group and the established-teacher group.The results of the study can be generalized in that similarities do exist between prospective teachers and established teachers in their responses to predominantly cognitive teacher evaluation statements. Again generalized, the similarities do not exist between prospective teachers and established teachers in their responses to predominantly affective teacher evaluation statements.Thesis (D. Ed.