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Sophia: An African Journal of Philosophy

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The Relationships between Teachers’ Self-Concepts and their Classroom Interaction Patterns

FA Fan, PO Eteng, HA Aaron

Abstract


The goal of this study was to explore the relationships between teachers’ self concepts and their classroom interaction patterns. The sample comprised 70 Junior Secondary School Teachers in the three Educational Zones in Cross River State. The two instruments used for the study were (i) The Adjective Self Description Instrument (ASD) and (ii) Flander’s Interaction Analysis Category (FIAC). The data were analyzed using the Pearson Product Moment correlation Techniques. Result of the study was that teachers’ self concept were significantly related to their classroom interaction patterns. This finding offered a confirmation of the findings of previous researchers who showed a positive relationship between personality characteristics and teacher effectiveness. It would therefore seem reasonable for teacher education programmes to gather data on student teachers’ self concepts. This information might be added to the repertoire of screening devices and so increase the probability of more effective candidate selection for teacher education.



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