The Relationship of Affect Toward Teaching and Teaching Self-Concept to Responsibility for Student Achievement

Abstract

This study explored the relationship between teachers' self-reported affect toward teaching, teaching self-concept, and responsibility assumed for student achievement. Participants were 182 elementary and secondary school teachers from a large metropolitan school system. Multivariate regression analyses were performed in which teacher gender, affect toward teaching, and teaching self-concept were regressed upon selfresponsibility scores for both positive and negative classroom events. The results showed significant differences with respect to the sex of the teacher, a strong positive association with affect toward teaching scores, and a strong negative association with teaching self-concept scores. Difference in the models for responsibility for positive versus negative events are discussed, together with tentative observations about these trends in the perceptions of teachers.