The theories of education of teachers in the public schools of Tennessee
Abstract
The purpose of this study was to determine the theories of education of Tennessee public school teachers with reference to the following variables: gender, school level assignment, years of experience, and the level of education of the teacher. The theories of education were limited to essentialism and progressivism. The sample for this study consisted of two teachers each in twenty-eight randomly selected elementary, middle or junior high, and high schools in Tennessee. Principals from these schools selected the two teachers. Of the 168 questionnaires mailed to the schools, 139, or 83 percent, were returned. Among the conclusions of this study were the following: (1) In decisions concerning instructional matters, most teachers appeared to subscribe to a progressive theory of education. (2) Concerning the goals of education, most teachers appeared to subscribe to a progressive theory of education. (3) Concerning curricular matters, the data did not clearly suggest one theory of education. (4) On matters concerning discipline, most teachers appeared to subscribe to an essentialist theory of education. (5) On the issue of evaluation of student success, the data did not clearly suggest one theory of education. (6) On the issue of values, the data did not clearly suggest one theory of education. The data reflected a relatively high percentage of indecision concerning this issue. (7) Of the variables examined in this study, the school level assignment of teachers seemed to have the greatest influence on subscription to a theory of education.
Subject Area
Educational theory
Recommended Citation
Rick Burcham,
"The theories of education of teachers in the public schools of Tennessee"
(1992).
ETD Collection for Tennessee State University.
Paper AAI3247778.
https://digitalscholarship.tnstate.edu/dissertations/AAI3247778