Assessing Pupil Control Ideology in the Context of Hong Kong Teacher Education.

N

35

Classroom Techniques; Discipline; Elementary Secondary Education; Foreign Countries; Higher Education; Humanism; Preservice Teacher Education; Self Esteem; Student Behavior; Student Teacher Attitudes; Student Teachers; Teacher Student Relationship; Teaching Skills; Test Construction; Test Reliability; Test Validity

Scales were developed to assess both the custodial and humanistic aspects of student control ideology. Research based on the responses of about 500 Hong Kong teacher education students showed responses to these scales were of adequate internal consistency, and confirmatory factor analysis supported two independent scales rather than a continuum from custodialism to humanism as assumed in the Pupil Control Ideology form (Willower et al., 1967), the instrument most widely used in this area of research. Further support for the differential validity of these scales came from evidence that self-perceived professional self-esteem as a teacher, teaching abilities, and classroom management skills were much more closely associated with the humanistic rather than custodial view of student control, but it was the latter view that was most affected by teaching practice in Hong Kong. (Contains 62 references.) (Author/SM)

2000

ED439109