Teachers' Perceptions of Primary School Children's Learning and Behaviour Problems: The Interaction Effects of Teaching Experience,Sex and Contact with Inspectors of Psychological Services
Restricted accessResearch articleFirst published online December, 1992
Teachers' Perceptions of Primary School Children's Learning and Behaviour Problems: The Interaction Effects of Teaching Experience,Sex and Contact with Inspectors of Psychological Services
To determine the effects and interaction effects of teachers' characteristics on perceptions of pupils' learning and behavioural problems, the Devereux Elementary School Behaviour Rating Scale (DESB) was used in this study. The data obtained on the variables of teacher's sex, teaching experience and teacher's contact with inspectors of psychological services, were analysed by means of a three-way analysis of variance (ANOVA) for the unbalanced design. Results indicated significant interaction effects for Factors 4, 6, 10 and 11. These Factors are external blame, external reliance, creative initiative and need for closeness to the teacher, respectively. Non-significant interaction effects were recorded for Factors 1 (classroom disturbance), 2 (impatience), 5 (achievement anxiety), 8 (inattentive-withdrawn), 9 (irrelevant-responsiveness), and Nonfactor items 27 (inability to change from one task to another) and 41 (slow to complete work). The variables of sex, contact and experience had significant influence on perceptions of Factors 3 (disrespect-defiance), 7 (comprehension) and Nonfactor Item 40 (desire to quit or give up), respectively.
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