RELATIONSHIPS BETWEEN PERSONALITY VARIABLES AND CLASSROOM BEHAVIOR OF TEACHING INTERNS / IRA J. GORDON.

A STUDY WAS UNDERTAKEN TO DETERMINE THE RELATIONSHIP BETWEEN (TEACHER) INTERNS' SCORES ON PERSONALITY SCHEDULES AND CASE STUDY INSTRUMENTS AND THE EMOTIONAL CLIMATE OF THEIR CLASSROOM. THERE WERE THREE GENERAL CATEGORIES OF HYPOTHESES--(1) THOSE PERTAINING TO THE RELATIONSHIP BETWEEN PERSONALITY VARIABLES AND BEHAVIORAL VARIABLES, (2) THOSE PERTAINING TO OTHER CHARACTERISTICS OF THE TEACHING INTERN AND BOTH PERSONALITY AND BEHAVIORAL VARIABLES, AND (3) THOSE PERTAINING TO PERSONALITY PERCEPTION AND ITS RELATIONSHIP TO BOTH PERSONALITY VARIABLES AND TEACHING BEHAVIOR. SUBJECTS IN THE STUDY WERE INTERNS FROM ELEMENTARY SCHOOLS, JUNIOR HIGH, AND SENIOR HIGH SCHOOLS. THE SUBJECTS WERE RATED BY TRAINED OBSERVERS USING AN OBSERVATION SCHEDULE DESIGNED TO DECREASE THE AMOUNT OF JUDGMENT REQUIRED OF THE OBSERVER. THIS SCHEDULE WAS NAMED OSCAR (MEDLEY AND MITZEL). THE SUBJECTS WERE ADMINISTERED THE EDWARDS, THURSTONE, AND "DEBBIE" AND "ALICE" CASE INSTRUMENTS BEFORE BEGINNING THEIR INTERN WORK. DATA FROM THE TESTS WERE ANALYZED SEPARATELY BY SEX AND TEACHING LEVEL IN RELATION TO THE OSCAR SCORE. EACH MATRIX WAS FACTOR ANALYZED TO DISCLOSE THE FUNDAMENTAL DIMENSIONS IMPLICIT IN THE MEASURE. THE PROJECT FAILED TO CONFIRM ANY OF THE PARTICULAR RELATIONSHIPS FOUND BETWEEN OBSERVED BEHAVIOR AND PERSONALITY SCHEDULES BY RYANS, AND MEDLEY AND MITZEL. RELATIONSHIPS WERE NOT CLEAR. A NUMBER OF SUGGESTIONS FOR FURTHER RESEARCH, USING TEACHERS RATHER THAN INTERNS, WERE PRESENTED. (JC)

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