CONCEPTUAL SYSTEMS THEORY AND ATTITUDES TOWARD TEACHING1

A study was connucted to explore the relationship between the theoretical construct ot Conceptual Level (Harvey, Hunt, Schrader, 1961) and the dimensions of the Questionnaire of Teacher Beliet of the Educational Process developed by Wehling and Charters (1969). The questionnaire and Hunt's Paragraph Completion Test of Conceptual Level were administered to 83 teacher education undergraduates. Data were analyzed by forming a correlation matrix and performing a factor analysis using varimax rotation for the final ten variables. Variables were seven teacher attitude dimensions (subject matter emphasis, personal adjustment ideology, student autonomy, teacher direction, emotional disengagement, consideration of student viewpoint, and integrative learning), plus the Conceptual Level measure and the two Hunt attitude-toward-teaching stems. Results lent support to the Wehling and Charters hypothesis tha