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Culturally Different Self-Perception...

Park, Joyce Young Ju.

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Culturally Different Self-Perceptions of Teacher Effectiveness.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Culturally Different Self-Perceptions of Teacher Effectiveness./
Author:	Park, Joyce Young Ju.
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454783
ISBN:	9781124647685

Culturally Different Self-Perceptions of Teacher Effectiveness.
Park, Joyce Young Ju.

Culturally Different Self-Perceptions of Teacher Effectiveness. - 107 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--Columbia International University, 2011.

This study examined the perception differences between Korean and North American Christian teachers in regards to the characteristics of teacher effectiveness based on the hypothesis, "There will be no statistical difference in the mean scores of Korean and North American Christian teachers' self-perceptions of the degree to which effective teaching statements describe them." The design of the study called for a survey instrument, Teaching Effectiveness Assessment (TEA). TEA was constructed of 22 items that measured the level of self-acknowledgment of Christian teachers on their teaching practice. The study was conducted at four Christian schools in Korea: two local Korean schools and two international Christian schools. 350 surveys were initiated. Of those, 237 (67.43%) surveys remained after eliminating surveys that did not meet the criteria of the study. The Likert scale responses of Korean Christian teachers (n=152, 64%) and the North American Christian teachers (n=85, 36%) on the TEA were analyzed statistically. Based on the results of factor analysis, the TEA survey asked overall questions regarding affective traits of effectiveness in teaching, and consisted of three sub-structures: Clear communication, acknowledgment of complexity, and professional dedication. Following the factor analysis, a t-test revealed that the means of the two groups were significantly different in all but one of the 22 items. Additional analysis showed minor similarities when the means were rank ordered. When gender, years of teaching, and age groups were compared, only a slight number of items had statistically significant difference. vi

ISBN: 9781124647685Subjects--Topical Terms:

1035576
Education, Leadership.

Culturally Different Self-Perceptions of Teacher Effectiveness.
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020 $a 9781124647685
035 $a (UMI)AAI3454783
035 $a AAI3454783
040 $a UMI $c UMI
100 1 $a Park, Joyce Young Ju. $3 1680095
245 1 0 $a Culturally Different Self-Perceptions of Teacher Effectiveness.
300 $a 107 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: James E. Watson.
502 $a Thesis (Ed.D.)--Columbia International University, 2011.
520 $a This study examined the perception differences between Korean and North American Christian teachers in regards to the characteristics of teacher effectiveness based on the hypothesis, "There will be no statistical difference in the mean scores of Korean and North American Christian teachers' self-perceptions of the degree to which effective teaching statements describe them." The design of the study called for a survey instrument, Teaching Effectiveness Assessment (TEA). TEA was constructed of 22 items that measured the level of self-acknowledgment of Christian teachers on their teaching practice. The study was conducted at four Christian schools in Korea: two local Korean schools and two international Christian schools. 350 surveys were initiated. Of those, 237 (67.43%) surveys remained after eliminating surveys that did not meet the criteria of the study. The Likert scale responses of Korean Christian teachers (n=152, 64%) and the North American Christian teachers (n=85, 36%) on the TEA were analyzed statistically. Based on the results of factor analysis, the TEA survey asked overall questions regarding affective traits of effectiveness in teaching, and consisted of three sub-structures: Clear communication, acknowledgment of complexity, and professional dedication. Following the factor analysis, a t-test revealed that the means of the two groups were significantly different in all but one of the 22 items. Additional analysis showed minor similarities when the means were rank ordered. When gender, years of teaching, and age groups were compared, only a slight number of items had statistically significant difference. vi
590 $a School code: 0380.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0514
690 $a 0530
710 2 $a Columbia International University. $b The Graduate School of Columbia International University. $3 1680096
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Watson, James E., $e advisor
790 1 0 $a Uecker, Milton V. $e committee member
790 1 0 $a Yin, Lishu $e committee member
790 $a 0380
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454783