{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23665"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23665","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Relationships of student teachers' self-concepts and their needs in teaching to their perceptions of the student teaching experience","abstract":"\"This study attempted to find out relationships of student teachers' self-concepts and their needs in teaching to their perceptions of student teaching. The subjects were 230 student teachers at the Bukidnon State College, Philippines, grouped into Bachelor of Science in Secondary Education (BSE), Bachelor in Elementary Education (BEE), First Semester (Sem 1), Second Semester (Sem 2), Male, and Female. The pretest-posttest design was used. The instruments used are Wahler's Self-Description (1980), Yeh's (1973) questionnaire on needs in teaching, and Pope's (1983) \"\"My Impressions of the Student Teaching Experience.\"\" A t-test for independent means was used to test significant changes in student teachers' self-concepts, needs and perceptions before and after student teaching; the Spearman r, for correlations among these variables; and, multiple regression, for impact of the variables on each other. The BEE, Sem 2 and Female groups showed significant changes in their self-concepts. Neligible changes were found in their needs and their perceptions of student teaching. These three variables are correlated. Self-concepts show impact on needs as each affects perceptions.\"","abstract_html":""This study attempted to find out relationships of student teachers' self-concepts and their needs in teaching to their perceptions of student teaching. The subjects were 230 student teachers at the Bukidnon State College, Philippines, grouped into Bachelor of Science in Secondary Education (BSE), Bachelor in Elementary Education (BEE), First Semester (Sem 1), Second Semester (Sem 2), Male, and Female. The pretest-posttest design was used. The instruments used are Wahler's Self-Description (1980), Yeh's (1973) questionnaire on needs in teaching, and Pope's (1983) ""My Impressions of the Student Teaching Experience."" A t-test for independent means was used to test significant changes in student teachers' self-concepts, needs and perceptions before and after student teaching; the Spearman r, for correlations among these variables; and, multiple regression, for impact of the variables on each other. The BEE, Sem 2 and Female groups showed significant changes in their self-concepts. Neligible changes were found in their needs and their perceptions of student teaching. These three variables are correlated. Self-concepts show impact on needs as each affects perceptions."","abstract_has_math":false,"creators":["Ablanque, Genoveva Melendez"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education, Teacher Training","degree_department":null,"school":null,"contributors":["Walker, J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:22:31Z","date_published":"2011-05-07T14:22:31Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Education, Teacher Training","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1990 Ablanque, Genoveva Melendez"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026117","(UMI)AAI9026117"],"render_values":[{"text":"AAI9026117","href":null,"code":true},{"text":"(UMI)AAI9026117","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23665","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Walker, J."]},{"key":"dc:creator","label":"Author","values":["Ablanque, Genoveva Melendez"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:22:31Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Teacher Training","Education, Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Ablanque, Genoveva Melendez"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026117","(UMI)AAI9026117","http://hdl.handle.net/2142/23665"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"This study attempted to find out relationships of student teachers' self-concepts and their needs in teaching to their perceptions of student teaching. The subjects were 230 student teachers at the Bukidnon State College, Philippines, grouped into Bachelor of Science in Secondary Education (BSE), Bachelor in Elementary Education (BEE), First Semester (Sem 1), Second Semester (Sem 2), Male, and Female. The pretest-posttest design was used. The instruments used are Wahler's Self-Description (1980), Yeh's (1973) questionnaire on needs in teaching, and Pope's (1983) \"\"My Impressions of the Student Teaching Experience.\"\" A t-test for independent means was used to test significant changes in student teachers' self-concepts, needs and perceptions before and after student teaching; the Spearman r, for correlations among these variables; and, multiple regression, for impact of the variables on each other. The BEE, Sem 2 and Female groups showed significant changes in their self-concepts. Neligible changes were found in their needs and their perceptions of student teaching. These three variables are correlated. Self-concepts show impact on needs as each affects perceptions.\"","Based on the findings, the researcher drew the following conclusions: (1) The period spent in student teaching may not be long enough to show any development in student teachers' self-concepts. Similarly, this length of time may not be long enough to show any significant changes in needs in teaching among student teachers. (2) The student teachers lack the ability to recognize their own personal characteristics which they can capitalize on or should be aware of as they confront their needs in teaching. (3) Student teachers' self-concepts greatly influence how they deal with their needs in teaching. These needs also play a limiting factor in their perceptions of student teaching.","Made available in DSpace on 2011-05-07T14:22:31Z (GMT). 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The subjects were 230 student teachers at the Bukidnon State College, Philippines, grouped into Bachelor of Science in Secondary Education (BSE), Bachelor in Elementary Education (BEE), First Semester (Sem 1), Second Semester (Sem 2), Male, and Female. The pretest-posttest design was used. The instruments used are Wahler's Self-Description (1980), Yeh's (1973) questionnaire on needs in teaching, and Pope's (1983) \"\"My Impressions of the Student Teaching Experience.\"\" A t-test for independent means was used to test significant changes in student teachers' self-concepts, needs and perceptions before and after student teaching; the Spearman r, for correlations among these variables; and, multiple regression, for impact of the variables on each other. The BEE, Sem 2 and Female groups showed significant changes in their self-concepts. Neligible changes were found in their needs and their perceptions of student teaching. These three variables are correlated. Self-concepts show impact on needs as each affects perceptions.\"","Based on the findings, the researcher drew the following conclusions: (1) The period spent in student teaching may not be long enough to show any development in student teachers' self-concepts. Similarly, this length of time may not be long enough to show any significant changes in needs in teaching among student teachers. (2) The student teachers lack the ability to recognize their own personal characteristics which they can capitalize on or should be aware of as they confront their needs in teaching. (3) Student teachers' self-concepts greatly influence how they deal with their needs in teaching. These needs also play a limiting factor in their perceptions of student teaching.","Made available in DSpace on 2011-05-07T14:22:31Z (GMT). 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