|Self-actualization and its influence upon in-service achievement in the workshop setting|
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Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: In-service training, Self-actualization (Psychology, teachers
SELF-ACTUALIZATION AND ITS INFLUENCE UPON IN-SERVICE ACHIEVEMENT IN THE WORKSHOP SETTING
The purpose of this study was to determine if a teachers∆ level of self-actualization influenced their achievement within the workshop setting of a staff development program.
The target population for this investigation was a group of sixty-two primary grade (K-3) teachers from the Stamford Public Schools. The workshops they attended for two hours each week over an eight month period of time, trained them in a new elementary science methodology entitled Science-A Process Approach.
Levels of self-actualization were determined through the administration of a standardized test entitled the Personal Orientation Inventory. Two other standardized tests were administered also. These were workshop related and were given in a pre-post test fashion. They are the Science Process Measure and the Science Process Inventory. Nine items of a demographic nature were also collected and utilized in the analysis of data. An inter-correlation matrix was calculated to produce zero order correlations. Six tables portray the data as:
a) Correlations between POI subscales
b) Correlations between achievement variables
c) Correlations between demographic variables
d) Correlations between achievement indicators and POI subscales
e) Correlations between achievement indicators and demographic variables
f) Correlations between POI subscales and demographic variables.
Both correlation and regression analysis failed to find significant relationships with self-actualization scores and the growth scores of the two workshop related tests.
An examination of demographic variables and growth scores revealed the following: the highest degree earned and grade level assignment were positively related to achievement gain while the number of local in-service credits accumulated and experience indicators (i.e., the number of years teaching in the district; the number of years at present grade level; and, the number of years since last college/university course) were inversely related to gain. Regression analysis of these data confirm a strong positive relationship between grade assignment and achievement.
After reviewing results of the data analysis it was recognized by the author that a variety of factors must be taken into consideration when analyzing the effectiveness of in-service activities. A review of the literature of other research studies and the findings from this study indicate that factors such as the following impinge upon the success of in-service/staff development activities:
1. Adult learning as a re-socialization process -- an area of which we presently know very little
2. The role of teachers as learners
3. The school as a complex social organization and the subsequent research involving change in such settings
4. The individual level of teacher development as determined by categories established by Maslow∆s Needs Hierarchy, and;
5. The role of school system leaders and the inclusion of those to be trained in the planning and development stages.