{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/10327"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/10327","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"The relationship between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance.","abstract":"The purpose of this study was to examine the relationships between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance. The accessible sample was purposively selected and consisted of pre-service teachers enrolled in the spring 2008 agricultural education teacher preparatory program at Texas Tech University. There were 21 purposively selected pre-service teachers and there was an accessible sample of 15 pre-service teachers (N = 15). All participants received the same resources and preparation. Data were collected using multiple instruments. The instruments included the Myers-Briggs Type Indicator (MBTI®), the Watson-Glaser Critical Thinking Appraisal (WGCTA®), the Ohio State Teacher Efficacy Scale (OSTES), a researcher developed perceived teacher performance scale, and researcher developed student academic achievement tests. Researchers developed a unit of instruction pertaining to natural resources. All necessary materials were given to pre-service teachers on a compact disc. Pre-service teachers’ perceived teacher performance scores on average were directly in the center of the scale and pre-service teacher response was on average a 7.4 which falls at “quite a bit†on the scale. The average gain by students ranged from 9.50 to 25.75. The average response by pre-service teachers indicated “quite a bit†of confidence in their abilities or their perceived performance. Many relationships were found to be present between teaching characteristics of pre-service teachers and teaching outcomes. Teacher efficacy does indeed have an affect on academic achievement of students. The more efficacious pre-service teachers are the more students tend to achieve academically. Also, if they felt confident in their abilities before (with teacher efficacy) and after (with perceived performance) the more successful they were.","abstract_html":"The purpose of this study was to examine the relationships between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance. The accessible sample was purposively selected and consisted of pre-service teachers enrolled in the spring 2008 agricultural education teacher preparatory program at Texas Tech University. There were 21 purposively selected pre-service teachers and there was an accessible sample of 15 pre-service teachers (N = 15). All participants received the same resources and preparation. Data were collected using multiple instruments. The instruments included the Myers-Briggs Type Indicator (MBTI®), the Watson-Glaser Critical Thinking Appraisal (WGCTA®), the Ohio State Teacher Efficacy Scale (OSTES), a researcher developed perceived teacher performance scale, and researcher developed student academic achievement tests. Researchers developed a unit of instruction pertaining to natural resources. All necessary materials were given to pre-service teachers on a compact disc. Pre-service teachers’ perceived teacher performance scores on average were directly in the center of the scale and pre-service teacher response was on average a 7.4 which falls at “quite a bit†on the scale. The average gain by students ranged from 9.50 to 25.75. The average response by pre-service teachers indicated “quite a bit†of confidence in their abilities or their perceived performance. Many relationships were found to be present between teaching characteristics of pre-service teachers and teaching outcomes. Teacher efficacy does indeed have an affect on academic achievement of students. The more efficacious pre-service teachers are the more students tend to achieve academically. Also, if they felt confident in their abilities before (with teacher efficacy) and after (with perceived performance) the more successful they were.","abstract_has_math":false,"creators":["Bryant, Porsha D."],"institution":"Texas Tech University","degree_name":"Master of Science","degree_level":"Masters","degree_discipline":"Agricultural Education and Communications","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Burris, Scott"],"committee_members":["Fraze, Steven","Lawver, David"],"year":2009,"date_issued":"2009-05","date_published":"2009-05","updated_at":"2026-07-24T05:04:53Z","subjects":["Pre-service teacher","Agricultural education","Efficacy"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2346/10327","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Burris, Scott"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Fraze, Steven","Lawver, David"]},{"key":"dc:creator","label":"Author","values":["Bryant, Porsha D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-06-01T15:38:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2009-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural Education and Communications"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pre-service teacher","Agricultural education","Efficacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2346/10327"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the relationships between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance. The accessible sample was purposively selected and consisted of pre-service teachers enrolled in the spring 2008 agricultural education teacher preparatory program at Texas Tech University. There were 21 purposively selected pre-service teachers and there was an accessible sample of 15 pre-service teachers (N = 15). All participants received the same resources and preparation. Data were collected using multiple instruments. The instruments included the Myers-Briggs Type Indicator (MBTI®), the Watson-Glaser Critical Thinking Appraisal (WGCTA®), the Ohio State Teacher Efficacy Scale (OSTES), a researcher developed perceived teacher performance scale, and researcher developed student academic achievement tests. Researchers developed a unit of instruction pertaining to natural resources. All necessary materials were given to pre-service teachers on a compact disc. Pre-service teachers’ perceived teacher performance scores on average were directly in the center of the scale and pre-service teacher response was on average a 7.4 which falls at “quite a bit†on the scale. The average gain by students ranged from 9.50 to 25.75. The average response by pre-service teachers indicated “quite a bit†of confidence in their abilities or their perceived performance. Many relationships were found to be present between teaching characteristics of pre-service teachers and teaching outcomes. Teacher efficacy does indeed have an affect on academic achievement of students. The more efficacious pre-service teachers are the more students tend to achieve academically. Also, if they felt confident in their abilities before (with teacher efficacy) and after (with perceived performance) the more successful they were."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The relationship between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance."]}]}],"canonical_facts":{"dc:contributor.committeechair":["Burris, Scott"],"dc:contributor.committeemember":["Fraze, Steven","Lawver, David"],"dc:creator":["Bryant, Porsha D."],"dc:date.available":["2012-06-01T15:38:29Z"],"dc:date.issued":["2009-05"],"dc:description.abstract":["The purpose of this study was to examine the relationships between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance. The accessible sample was purposively selected and consisted of pre-service teachers enrolled in the spring 2008 agricultural education teacher preparatory program at Texas Tech University. There were 21 purposively selected pre-service teachers and there was an accessible sample of 15 pre-service teachers (N = 15). All participants received the same resources and preparation. Data were collected using multiple instruments. The instruments included the Myers-Briggs Type Indicator (MBTI®), the Watson-Glaser Critical Thinking Appraisal (WGCTA®), the Ohio State Teacher Efficacy Scale (OSTES), a researcher developed perceived teacher performance scale, and researcher developed student academic achievement tests. Researchers developed a unit of instruction pertaining to natural resources. All necessary materials were given to pre-service teachers on a compact disc. Pre-service teachers’ perceived teacher performance scores on average were directly in the center of the scale and pre-service teacher response was on average a 7.4 which falls at “quite a bit†on the scale. The average gain by students ranged from 9.50 to 25.75. The average response by pre-service teachers indicated “quite a bit†of confidence in their abilities or their perceived performance. Many relationships were found to be present between teaching characteristics of pre-service teachers and teaching outcomes. Teacher efficacy does indeed have an affect on academic achievement of students. The more efficacious pre-service teachers are the more students tend to achieve academically. Also, if they felt confident in their abilities before (with teacher efficacy) and after (with perceived performance) the more successful they were."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/2346/10327"],"dc:language.iso":["eng"],"dc:subject":["Pre-service teacher","Agricultural education","Efficacy"],"dc:title":["The relationship between pre-service teacher’s psychological types, critical thinking abilities, and teacher efficacy on perceived performance."],"dc:type":["Thesis"],"thesis:degree_discipline":["Agricultural Education and Communications"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Texas Tech University"]},"updated_at":"2026-07-24T05:04:53Z"}