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- Publisher
- SAGE
- Copyright
- Copyright © 2019 by American Educational Research Association
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/00028312021002245
- Publisher site
- See Article on Publisher Site
Abstract
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased personal responsibility for both positive and negative student outcomes, increased affect toward teaching, but decreased confidence in their teaching abilities. Implications regarding the alterability of these teacher characteristics are discussed.
Journal
American Educational Research Journal – SAGE
Published: Jun 24, 2016