The Effects of Teacher Attitudes Toward Students on Teacher Planning, Instructional Support, and Teacher

Abdullah, Wan Mohd Rani Bin

     This study investigates (1) how certain questionnaire items on teacher-claimed behavior might define teacher planning (BPLAN), instructional support (IS18) and teacher's effort in maintaining order in the classroom (MOC18) for measuring and comparing teachers, and (2) how teacher ratings of students' motivation (SMOT) and teacher ratings of students' academic ability (SABIL) might relate to and affect BPLAN, IS18 and MOC18, and how these relationships might differ across schools.
     The sample for this study consists of 255 teachers from 15 secondary schools in the District of Kuala Terengganu, Malaysia. These teachers have been administered questionnaires. The first part of the questionnaire consists of questions for gathering information on (a) characteristics of individual teachers, (b) teacher ratings of students' motivation and academic ability, and (c) characteristics of schools. The second part consists of (a) three questions (16 items) on BPLAN, (b) five questions (21 items) on IS18, and (c) three questions (21 items) on MOC18.
     We hypothesize that, in each set, the items will work together to define the intended teaching variable along which the items are ordered and calib-rated, and teachers are ordered and measured. Further, we hypothesize that (1) SMOT and SABIL will affect BPLAN, (2) SMOT, SABIL and BPLAN will affect IS18, and (3) SMOT, SABIL and BPLAN will affect MOC18. We also hypothesize that there are variabilities among school means and slopes of the above relationships.
     The results show that, for each of the three sets of items, the items have worked well together to define the direction and meanings of the intended variable, and the teachers' responses are statistically consistent with the general ordering of the items along the continuum. The within-school relationships show that (1) teachers plan more learning opportunity for 'superior' students, (2) teachers provide more support for students expected as able to perform, and (3) teachers are concerned that "high ability" students focus their attention on learning and instruction. The between-school relationships show that the variations among school means and slopes are functions of the following school level variables--SLOC, PSEX, PTOPS, MTEXP, MPLAN and MSMOT.