{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/109"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/109","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"Principal's perceptions of the intuitive teacher","abstract":"Administrators often refer to \"intuitiveness\" in teacher evaluations. What is meant by intuitiveness? What is an \"intuitive\" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word \"intuitive\" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, \"intuitiveness\" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style.","abstract_html":"Administrators often refer to "intuitiveness" in teacher evaluations. What is meant by intuitiveness? What is an "intuitive" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word "intuitive" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, "intuitiveness" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style.","abstract_has_math":false,"creators":["Mayne, Lise Guyanne","University of Lethbridge. 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What is meant by intuitiveness? What is an \"intuitive\" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word \"intuitive\" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, \"intuitiveness\" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style."]},{"key":"dc:description.other","label":"Dc Description Other","values":["Administrators often refer to \"intuitiveness\" in teacher evaluations. What is meant by intuitiveness? What is an \"intuitive\" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word \"intuitive\" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, \"intuitiveness\" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style."]},{"key":"dc:title","label":"Title","values":["Principal's perceptions of the intuitive teacher"]}]}],"canonical_facts":{"dc:contributor.supervisor":["Campbell, Cathy"],"dc:creator":["Mayne, Lise Guyanne","University of Lethbridge. Faculty of Education"],"dc:date.accessioned":["2007-04-24T21:10:48Z"],"dc:date.available":["2007-04-24T21:10:48Z"],"dc:date.issued":["2000"],"dc:description":["vii, 137 leaves ; 29 cm."],"dc:description.abstract":["Administrators often refer to \"intuitiveness\" in teacher evaluations. What is meant by intuitiveness? What is an \"intuitive\" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word \"intuitive\" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, \"intuitiveness\" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style."],"dc:description.other":["Administrators often refer to \"intuitiveness\" in teacher evaluations. What is meant by intuitiveness? What is an \"intuitive\" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word \"intuitive\" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, \"intuitiveness\" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style."],"dc:identifier":["hdl:10133/109"],"dc:identifier.uri":["https://hdl.handle.net/10133/109"],"dc:language.iso":["en_US"],"dc:publisher":["Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000"],"dc:subject":["Intuition","Teacher-principal relationships","Teachers -- Alberta -- Evaluation","Dissertations, Academic"],"dc:title":["Principal's perceptions of the intuitive teacher"],"dc:type":["Thesis"]},"updated_at":"2026-08-21T16:45:58Z"}