Teachers' Attitudes in Relation to Rational-Emotive and Self-Actualization Theories

Abstract

This study investigated the attitude of trainees toward the teaching profession in relation to Rational-Emotive and Self-actualization theory. The Adult Irrational Ideas Inventory, Personal Orientation Inventory and the Minnesota Teacher Attitude Inventory were administered to 34 senior students in education. Positive but small to moderate relationships were obtained between the teacher-trainees' attitudes, levels of self-actualization, and possession of rational thoughts. Implications for education were also presented.