A study of factors relating to success of second year elementary teacher graduates Page: 28
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28
When analyzing the results of their research, Combs and
Snygg emphasize that the personal frame of reference is a
better predictor of individual behavior than any other ap-
proach used in their studies. What a person thinks and how
he behaves are largely determined by the concepts he holds
about himself and his abilities (11). Cuban (13), Garvey
(22), and Mitchell (38), report research which supports the
theory of a strong relationship between teacher self-concept
and teacher behavior.
Passmore (45) reports that in a study of the relationship
of self-concept to success in student teaching that student
teachers who were rated successful by their cooperating
teachers and college supervisors viewed themselves positively.
A teacher's perception of himself and his expected classroom
behavior contributes as much to his classroom performance
as do actual performance skills (38,65).
In studies by Gage (21), Dandes (14), and Passmore (45),
the self-concept of the classroom teacher seems to be a deter-
mining factor in specific classroom behavior exhibited by the
teacher. The degree of impact a teacher makes on students
is attributable to a great extent on what he is, not merely
what he knows (23).
Studies by Berliner (3), Groff (26), Rubin (49), and
Ryans (50) show that attitudes relating to teacher's feelings
toward children; acceptance, warmth, expectancy, and optimism
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Babb, Joy Ellen. A study of factors relating to success of second year elementary teacher graduates, dissertation, August 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332816/m1/38/: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .