{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1456"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1456","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Effects of Staff Development Programs on Teachers' Perceived Responsibility For Student Outcomes","abstract":"This study was conducted to assess differences in teachers' perceived responsibility for students' academic success and failure following teachers' participation in the \"Effective Use of Time\" staff development program. The subjects were 30 volunteer teacher-participants and 24 non-participating teachers (control) from the Branson, Missouri, school district. All subjects were pre-tested and post-tested using the Responsibility for Student Achievement questionnaire (Guskey, 1981). The data were analyzed using analysis of covariance. There was a significant difference in assumed responsibility for student success after program participation. There was a difference in assumed responsibility for student failure that approached significance. There was no significant difference in assumed responsibility for student sucess between elementary and secondary teacher-participants. There was a difference in assumed responsibility for student failure between elementary and secondary teacher-participants that approached significance.","abstract_html":"This study was conducted to assess differences in teachers' perceived responsibility for students' academic success and failure following teachers' participation in the "Effective Use of Time" staff development program. The subjects were 30 volunteer teacher-participants and 24 non-participating teachers (control) from the Branson, Missouri, school district. All subjects were pre-tested and post-tested using the Responsibility for Student Achievement questionnaire (Guskey, 1981). The data were analyzed using analysis of covariance. There was a significant difference in assumed responsibility for student success after program participation. There was a difference in assumed responsibility for student failure that approached significance. There was no significant difference in assumed responsibility for student sucess between elementary and secondary teacher-participants. There was a difference in assumed responsibility for student failure between elementary and secondary teacher-participants that approached significance.","abstract_has_math":false,"creators":["Crossland, Barbara A."],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1988,"date_issued":"1988-05-01T07:00:00Z","date_published":"1988-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Barbara A Crossland"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/455","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Crossland, Barbara A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Barbara A Crossland"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/455"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to assess differences in teachers' perceived responsibility for students' academic success and failure following teachers' participation in the \"Effective Use of Time\" staff development program. The subjects were 30 volunteer teacher-participants and 24 non-participating teachers (control) from the Branson, Missouri, school district. All subjects were pre-tested and post-tested using the Responsibility for Student Achievement questionnaire (Guskey, 1981). The data were analyzed using analysis of covariance. There was a significant difference in assumed responsibility for student success after program participation. There was a difference in assumed responsibility for student failure that approached significance. There was no significant difference in assumed responsibility for student sucess between elementary and secondary teacher-participants. There was a difference in assumed responsibility for student failure between elementary and secondary teacher-participants that approached significance."]},{"key":"dc:title","label":"Title","values":["The Effects of Staff Development Programs on Teachers' Perceived Responsibility For Student Outcomes"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Crossland, Barbara A."],"dc:description.abstract":["This study was conducted to assess differences in teachers' perceived responsibility for students' academic success and failure following teachers' participation in the \"Effective Use of Time\" staff development program. The subjects were 30 volunteer teacher-participants and 24 non-participating teachers (control) from the Branson, Missouri, school district. All subjects were pre-tested and post-tested using the Responsibility for Student Achievement questionnaire (Guskey, 1981). The data were analyzed using analysis of covariance. There was a significant difference in assumed responsibility for student success after program participation. There was a difference in assumed responsibility for student failure that approached significance. There was no significant difference in assumed responsibility for student sucess between elementary and secondary teacher-participants. There was a difference in assumed responsibility for student failure between elementary and secondary teacher-participants that approached significance."],"dc:identifier":["https://bearworks.missouristate.edu/theses/455"],"dc:rights":["© Barbara A Crossland"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["The Effects of Staff Development Programs on Teachers' Perceived Responsibility For Student Outcomes"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}