An investigation into the construction of an instrument to measure the teacher's definition of the situation

Jablonski, Gwenda (1983) An investigation into the construction of an instrument to measure the teacher's definition of the situation. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (37MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The present study developed an instrument to measure perceptions of elements important in the decision making process. A theoretical framework for the instrument was developed through a review of literature. That framework involved three key components: teacher predispositions (or attitudes, beliefs, and values), the objective situation (or all the elements in a situation), and the definition of the situation (or the teacher’s perception of the situation). Presumably, by controlling the elements in the objective situation, teacher perceptions as influenced by teacher predispositions would result. The instrument devised consisted of elements of the objective situation generated through the literature reviewed, brainstorming sessions with researchers and graduate students, and interviews with teachers. Because of the hierarchical nature of elements in the objective situation, Q-sort methodology was selected as the method of instrument design. Considerations were given as to the advantages and disadvantages of the Q-Sort technique. -- A pilot study was conducted to ensure that instructions and items were sufficiently clear. A test-retest reliability study with a one week interval was then conducted. Test-retest reliability was .64, a level judged acceptable for research purposes. Because of the procedures used in generating items, the instrument was considered to have both content and construct validity. -- The instrument devised was considered to be of use to researchers studying the teacher decision-making process and trying to link that process with observable behaviors in the classroom.

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