A STUDY OF SELECTED SCHOLASTIC AND PERSONALITY VARIABLES AS PREDICTORS OF SUCCESS IN STUDENT TEACHING (INDIANA)

The purpose of this study was to determine which, if any, of a selected set of scholastic and personality variables were the most effective predictors of success in student teaching. The scholastic variables selected were grade point average (GPA) and a composite score on the National Teacher Examination Core Battery (NTE). The personality variables selected were self-concept and locus of control.

Thirty three student teachers were tested on self-concept and locus of control prior to their 9 week student teaching experience. All the subjects had recently been tested on the National Teacher Examination Core Battery. Each subject's cumulative grade point average was obtained, reflecting all coursework attempted prior to the student teaching experience. The cooperating teacher assigned to each subject by Indiana State University completed the Assessment of Student Teacher Proficiency (ASTP) instrument designed to be the measure of success in student teaching at the conclusion of each subject's 9 week field experience.

Fifteen null hypotheses were posited for testing that related to the four variables being examined in this study.

Self-concept was the only variable found to be singly significant (p (LESSTHEQ) .05) as a predictor of success in student teaching as measured by the ASTP. Self-concept, in combination with grade point average, was also significant at the .05 level. Self-concept, GPA, and the NTE score combined to produce a third statistically significant model. The four variable model which included self-concept, GPA, NTE score, and locus of control was also found to be significant.

No other individual variable or combinations of the four variables were found to significantly predict success in student teaching as measured by the ASTP. It is important to note that the amount of variance explained by the four variable model was not significantly larger than the amount of variance explained by the self-concept measure alone.

The results of this study suggest teacher education programs focus efforts in pre-service teacher training on developing good self-concepts. Emphasis should be placed on evaluating this personality characteristic and providing remediation, when necessary, for those in need. Self-concept should not be ignored in the training of future teachers. (Abstract shortened with permission of author.)