Date of Award

1984

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

This study was conducted to determine the impact of student feedback upon the teaching behavior of agricultural teacher educators. An experimental pretest posttest control group design was used for the study. Ninety-seven agricultural teacher educators were surveyed and 62 (63.9%) agricultural teacher educators and their students participated on both the initial and final assessment. A modification of the Tuckman Teacher Feedback Form (TTFF) was used to measure the agricultural teacher educators' self-perceptions and their students' perceptions. The TTFF measures four dimensions of teaching behavior: creativity, dynamism, organized demeanor, and warmth and acceptance. The multivariate analysis of variance (MANOVA) and the Spearman rho coefficient of correlation were used to test the hypotheses. Data on selected demographic variables of the agricultural teacher educators and their students were reported. It was found that feedback to the agricultural teacher educators did not significantly change their self-perceptions from the initial to the final assessment and no significant differences existed among three academic ranks (assistant professor, associate professor, and professor). Students' perceptions did not significantly change from the initial to the final assessment for the agricultural teacher educators who received feedback and no significant differences existed between the agricultural teacher educators who received feedback and the agricultural teacher educators who did not receive feedback. No significant relationship was found between research productivity and the agricultural teacher educators' self-perceptions of their teaching behavior. No significant relationship was found between research productivity and the students' perceptions of the agricultural teacher educators' teaching behavior. Significant differences were found between the levels of student demographic variables on their perceptions of the agricultural teacher educators' teaching behavior. The demographic variables were: sex (male and female), grade level classification (undergraduate and graduate), curriculum (major-minor and non-major-minor), and type of course (required and elective). A significant interaction between rank and time (initial and final assessments) was found. It was found that associate professors and professors significantly changed their self-perceptions on the dimension of creativity between the initial and final assessments and assistant professors significantly changed their perceptions on the dimensions of organized demeanor and warmth and acceptance.

Pages

137

DOI

10.31390/gradschool_disstheses.4001

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