A study of factors relating to success of second year elementary teacher graduates Page: 61
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61
of the instrument is its concurrent validity. Studies using
the SRI found it capable of differentiating between teachers
rated as high effective and low effective; between pros-
pective elementary and secondary teachers where differing
personality traits are desirable; and between student teachers
who are perceived positively and those who are perceived
negatively by their pupils. It is therefore assumed that the
validity and reliability of the SRI were adequate for the
purposes of this study.
The Veldman Directed Imagination Test (DI)
The DI is a projective personality assessment technique.
Each respondent was given the instrument which contains
space for four fictional stories. He was instructed to write
about teachers and their experiences. The subject was timed
by a proctor and was given four minutes to complete each
story (see Appendix B). The stories were individually rated
along a seven-point continuum in each of fifteen scales as
described in detail in the manual for scoring the test (9).
Only four of the fifteen subscales on the DI were deemed
applicable to this study. A list of the subscales applicable
to this study follow with the intraclass correlations between
two raters based on a sample of 250 protocols (9, p. 182).
1. Optimism .72
2. Teaching Role .76
3. Self-Ability .67
4. General Adjustment .70
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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/m1/71/: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .