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Science and mathematics teacher perceptions of their professional teaching environment related to grade level and urban suburban contexts

Sahin, Mehmet
http://rave.ohiolink.edu/etdc/view?acc_num=osu1095440893

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Teaching and Learning.
The main purpose of this study was to determine pre-service and in-service science and mathematics teachers’ perceptions of the characteristics of a professional teaching environment. The study further investigated the relationships of urban or suburban field placement contexts and 7-9 or 10-12 grade levels on pre-service teachers’ perceptions of importance and availability of certain aspects of a professional teaching environment. The teacher perceptions were assessed using the Professional Environment for Teaching Survey (PETS). The responses reflecting the teacher perceptions of importance were subjected to a principal component analysis and two components were identified. These were Resources for Teaching and Recognition of Teacher Contributions. Teachers responses provided four dependent variables consisting of importance of Resources for Teaching, importance of Recognition of Teacher Contributions, availability of Resources for Teaching, and availability of Recognition of Teacher Contributions. Data obtained from pre-service teachers who enrolled in a graduate teacher education licensure program at a large Midwestern university and from in-service teachers who as mentors for the pre-service teachers were analyzed using correlational and forward stepwise multiple regression analyses and multivariate analyses of variance (MANOVA) and univariate analyses of variance (ANOVA). The results of the data analyses suggested that the perceptions of importance and/or availability of those pre-service or in-service teachers with more experience were related to the academic degree they held and the content that they were teaching or were expecting to teach. Pre-service teacher placement in urban context during the first quarter of their field experiences predicted low scores for the importance of the Recognition of Teacher Contributions, the availability of Resources for Teaching, and the availability of Recognition of Teacher Contributions. By the third and final placement, student teaching, urban field placement was no longer a significant predictor of pre-service teachers’ perceptions of either the importance or the availability. For the in-service teachers, the most predominant predictor for both the importance and availability scales was teaching experience at the lower grade levels and particularly grade 8.
Arthur White (Advisor)
235 p.
Professional Environment for Teaching Survey; Professional teaching environment; pre-service; in-service; science; mathematics; professional development; urban; suburban

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Citations

  • Sahin, M. (2004). Science and mathematics teacher perceptions of their professional teaching environment related to grade level and urban suburban contexts [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1095440893

    APA Style (7th edition)

  • Sahin, Mehmet. Science and mathematics teacher perceptions of their professional teaching environment related to grade level and urban suburban contexts. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1095440893.

    MLA Style (8th edition)

  • Sahin, Mehmet. "Science and mathematics teacher perceptions of their professional teaching environment related to grade level and urban suburban contexts." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1095440893

    Chicago Manual of Style (17th edition)

osu1095440893
10,241
© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.