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The relationship of personality factors to teacher longevity of mathematics and science teachers in Nevada.

机译：内华达州人格因素与数学老师和科学老师的寿命的关系。

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摘要

The problem of teacher shortage in the United States has been studied extensively. Struggling schools and school districts have resorted to filling positions with unqualified teachers, substitutes, and recruiting teachers from foreign nations. Despite recommendations made by the research, each year schools confront the same problem of teachers leaving the classroom. The need to hire and retain good mathematics and science teachers in our nation's secondary schools is high. It is posited that if the personality factors of mathematics and science teachers in Nevada could be determined in teachers who remain in education, then recommendations could be made in conjunction with the existing data for how to better retain those teachers longer.;The purpose of this study was to determine if there were any correlations between personality factors, as measured by the Cattell 16PF, with longevity of stay in mathematics and science teachers in Nevada. Seventy-nine subjects took part in the study. They came from six school districts in Nevada: four rural and two urban. Subjects volunteered based upon proctor requests from each participating school district. The Cattell 16PF Questionnaire and demographic form were administered to each participant along with an incentive for completing the forms. Data were collected between October, 2007 -- October, 2008. T-tests were used to compare rural and urban school district teachers, a one-way ANOVA was used to compare rural, urban, and nationally normed teacher means, and a Pearson Product-Moment Correlation Coefficient (r) was used to determine if significant correlations existed between each personality factor and longevity of stay. Results of the study showed Nevada mathematics and science teachers had low mean scores for personality factor A (Warmth) and personality factor I (Sensitivity). They had means near the middle for all other personality factors. The study also found two personality factors that correlated significantly with longevity of stay: low with personality factor A (Warmth) (r = -.223, p .05) and high for personality factor Q4 (Tension) (r = .291, p .01). Based on the results of the study, it is recommended that mathematics and science teachers receive training to become more aware of struggling students so that they can be more sensitive to their learning needs.
机译：在美国，教师短缺的问题已得到广泛研究。处境艰难的学校和学区都采取了填补不合格教师，代课教师的职位，并从外国招募教师的办法。尽管研究提出了建议，但每年学校都面临着教师离开教室的同样问题。在我们国家的中学中聘用和保留优秀的数学和科学老师的需求很高。假设如果内华达州的数学和科学教师的人格因素可以由仍在接受教育的教师确定，那么可以结合现有数据提出建议，以更好地保留这些教师更长的时间。这项研究是为了确定人格因素之间的相关性（根据Cattell 16PF的测量方法）是否与内华达州的数学和自然科学教师留任时间长。七十九名受试者参加了这项研究。他们来自内华达州的六个学区：四个农村地区和两个城市地区。这些主题是根据每个参与的学区的督导员请求自愿提供的。向每位参与者管理了Cattell 16PF问卷和人口统计学表格，并提供了填写表格的动机。收集了2007年10月至2008年10月之间的数据。T检验用于比较农村和城市学区的教师，单向方差分析用于比较农村，城市和国家标准化教师的方式，以及Pearson产品-矩相关系数（r）用于确定每个人格因素与住院时间之间是否存在显着相关。研究结果表明，内华达州的数学和科学老师的人格因子A（温暖）和人格因子I（敏感性）的平均得分较低。对于其他所有人格因素，他们的收入都处于中等水平。这项研究还发现了两个与居留时间长短显着相关的人格因素：人格因素A（温暖）较低（r = -.223，p <.05），人格因素Q4（张力）较高（r = .291， p <.01）。根据研究结果，建议对数学和科学老师进行培训，以使其更加了解陷入困境的学生，以便他们对学习需求更加敏感。

著录项

  • 作者

    Tun, Ruby Jee.;

  • 作者单位

    University of Nevada, Reno.;

  • 授予单位 University of Nevada, Reno.;
  • 学科 Education Mathematics.;Education Sciences.;Education Curriculum and Instruction.;Education Administration.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;自然科学教育与普及;
  • 关键词

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