INTERPERSONAL RELATIONSHIPS BETWEEN STUDENT TEACHERS AND THEIR COOPERATING TEACHERS

262 Pages·11.82 MB·English

by  HUEY, J. FRANCES

Sponsoring Committee: Professor Alonzo F. Myers
Professor Clara S. Platt and
Professor G-lenn 3. Thompson
INTERPERSONAL RELATIONSHIPS BETWEEN STUDENT TEACHERS
AND THEIR COOPERATING- TEACHERS
J. Frances Huey
Submitted in partial fulfillment of the
requirements for the degree of Doctor of
Education in the School of Education of
New York University
^ Final Bo e-ament
Iccepted, % 6
1952
June 5» 1952
I hereby guarantee that nu part of this document which I have
submitted for publication has been heretofore published and (or) copyrighted
In the United States of America, except in the case of passages quoted
from other published sources; that I am the sole author and proprietor
of said document; that the document contains no matter which, if published,
will be libelous or otherwise injurious, or infringe in any way the
copyright of any other party; and that I will defend, indemnify and hold
harmless New York University against all suits and proceedings which may
be brought and against all clains which may be made against New York University
by reason of the publication of said document.
Sponsoring Committee: Professor Alonzo F. Myers
Professor Clara S. Platt and
Professor Glenn S. Thompson
Abstract of
INTERPERSONAL RELATIOIGHIPS BETWEEN STUDENT TEACHERS
AND THEIR COOPERATING TEACHERS
J. Frances Huey
Submitted in partial fulfillment of the
requirements for the degree of Doctor of
Education in the School of Education of
New York University
1952
A study was made of the relationships between fifty-three
student teachers and their cooperating teachers In twenty-one elementary
schools of New York City. The purpose was to discover what satisfactions
and dissatisfactions student teachers were experiencing in their
relationship with one another, what background factors affect the
relationship, and what Implications can be drawn for Improvement of the
student teacher program* Students from three different teacher education
curricula were used — two undergraduate and one graduate pre-service
curricula with varying amounts of pre-student teaching experience with
children* Data were gathered by interview, questionnaire and college
records, and were treated as normative and as case material.
Student teachers expressed most satisfaction from their
professional opportunities, their relationships with children and their
personal relationships with their cooperating teacherB. They expressed
most dissatisfaction from the lack of professional opportunities, the
methods of the cooperating teacher and the help they received.
Cooperating teachers expressed most satisfaction from the student
teacher*s professional qualities, his contributions, his personal
qualities and his relationship with children. Their dissatisfactions were
in the same major categories showing that these factors have high value
for them.
All curriculum groups and most categories showed more satisfaction
than dissatisfaction. Dissatisfaction predominated in the Btudent
teachers* reactions to their cooperating teachers’ methods of teaching
working with children. Teachers* satisfactions seemed to parallel closely
the amount of pre-student teaching participation of the students.
Superior relationships were characterized by a well-balanced
personal-professional rapport and equally high satisfactions of student
and cooperating teacher. Students were highly involved in classroom
activities and were given cooperative support in planning and evaluating.
The fair to good relationships tended to be personal with weak
professional rapport. The cooperating teacher frequently showed lack of
understanding of her role. Students showing more satisfaction than their
cooperating teachers were finding special satisfaction of personal needs
or were reducing the satisfaction of the cooperating teacher in some way.
Very poor relationships showed little or no personal or professional
rapport. There was extreme lack of communication which operated as both
cause and effect.
Problems and processes of adjustment in the relationships were
studied by an analysis of cases where solutions were satisfactory as well
as unsatisfactory. Problems of student teachers were in: becoming fully
involved in class activities with freedom for cooperative action, gaining
personal acceptance and status as a teacher, obtaining satisfactory
orientation and guidance, reconciling differing goals and philosophies,
and releasing tension. Iroblems of cooperating teachers were in:
clarifying their role as cooperating teacher, becoming Identified with
the teacher education program, giving effective guidance to student nnd
to children, adjusting to the placement policy of the school, and
maintaining personal morale.
The findings of this study indicate that the relationship between
student teachers and cooperating teachers may be considered one of
mutually rich professional benefits. Some factors pertinent to the
selection of cooperating teachers are: their desire to work with a
student teacher, their competency in a modern informal program, and their
ability to give professional consultation. Both principal and college
supervisor have responsibility for the orientation of the cooperating
teacher in her role. Factors pertinent to the selection of student
teachers are: a sincere desire to teach and such personal-professional
qualities as warmth, enthusiasm, health, willingness to work and breadth
of experience* Preparation of student teachers should emphasize guidance
in acquiring these qualities, pre-student teaching, directed experiences
•with children, collection and preparation of teaching materials, and
techniques of group and individual guidance. Orientation of student
teachers should help them take the initiative in getting the help they need,
and develop and understanding of the problems cooperating teachers face.
ACMOWIEDGEMENT
I wish to acknowledge with deep appreciation all the help
and encouragement which I have received during the course of this
study:
To my sponsoring committee, Dr. Alonzo F. Myers, whose steady,
kindly insight waB available whenever needed, Dr. Clara S. Platt, whose
enthusiastic interest has kept a sparkle in the study to the very end,
and Dr. Glenn S. Thompson, whose challenging attention to detail has
helped direct the study.
To Dr. Alice V. Keliher, whose reenforcing comments have kept
alive my conviction of the worthwhileness of the effort.
To the many student teachers and cooperating teachers who
graciously cooperated in the interviews and took time out of their busy
schedules to fill out questionnaires.
To principals and supervisors who generously submitted to
interview and actively facilitated the contacts with teachers and student
teachers.
To Dr. J. Wayne Wright stone and Dr. May Lamar of the Bureau of
Educational Research of New York Public Schools, to the eleven assistant
superintendents, and to Dr. Carleton W. Washburne and others of the
Brooklyn College staff for permission to do various phases of the study.
To Mrs. Doris Osborn, my typist, whose care and promptness in
the final stageB of this study have been a source of much satisfaction.
To my many friends whose encouragement and assistance have
sustained me.
i
To Mrs. Lefferte Hutton, whose daily patience, understanding
and happy spirit have helped keep my life in balance throughout the
course of this study.
And last but by no means least, to my mother, Mrs, George W.
Huey, whose long range and long distance Interest and confidence have
been a source of assurance both spiritually and materially.
To each of you —
Thank you so much.
J. Frances Huey
TABLE OF CONTENTS
Chapter Page
I THE PROBLEM........................................ 1
Background of the Problem................ 1
Statement of the Problem ......... 2
Scope of the Study ...................... 2
Definition of Terms . . . . . . . . . ............ 3
Basic Assumptions . . . . . . . . . . . . . . . . . 1
Significance of the Problem . . . . . . ............ 1
The Case Method of Research as an Approach
to this Problem ................ 9
II BELATED STUDIES.................................... 11
Studies of Interpersonal Relationships.......... . 11
Studies Related to Student Teaching......... .. 15
III PROCEDURE.......................................... 2k
Population . . . . . . . . . . . . . . . . . . . . . 21-
Instruments Used in Collecting Data............. . 26
Development of the Questionnaire-Rating Sheets . . . 28
Response • • « . . . . . ....................... 30
IV SATISFACTIONS AND DISSATJSFACTIONS OF STUDENT
TEACHERS AND COOPERATING TEACHERS — NORMATIVE DATA . . 31
Instruments for Gathering the Data . . . • • • • • • 31
Analysis of the Findings.......... 32
Analysis of Responses within Each Category • • • • • 31-
Rank of Frequency of Distribution......... 73
Comparison of Satisfactions and Dissatisfactions • • 77
Satisfactions and Dissatisfactions in Private Schools 79
Summary • • • • 8k
V STUDENT TEACHER - COOPERATING TEACHER RELATIONSHIPS —
CASE STUDIES ..................................... 87
Measurement of the Relationship................... 87
Distribution of Relationship Indices . . . . . . • • 89
Coverage of Cases . . . . . . ................... 90
The Superior Relationship ........... 92
The Good Relationship................ 97
Relationships Showing Marked Imbalance in Favor of
the Cooperating Teacher • • • • • * • . . . • • 101
The Poor Relationship 103
The Relationship Showing Marked Imbalance of
Satisfaction in Favor of the Student Teacher • 109
Summary ............... 113
VI PROBLEMS AND PROCESSES OF ADJUSTMENT OF STUDENT
TEACHERS — CASE STUDIES............................ 115
Problems and Processes of Adjustment Identified
by Student Teachers • • • • . . ......... 116
ill
TABIE OF CONTENTS
(Continued)
Chapter Page
VI Problems and Processes of Adjustment of Student
(cont'd.) Teachers Identified by Their Cooperating
Teachers....................... 119
Case Studies of Problems of Adjustment............ 121
The Problem of Full Involvement in Class Activities . 121
The Problem of Status . . . . . . . . ......... 127
The Problem of Personal-Professional Acceptance • . • 131
The Problem of Orientation and Guidance...... 136
The Problem of Differing Philosophies • • • • • « • • 140
The Problem of Anxiety and Tension.......... ll»2
The Problem of Freedom for Cooperative Action . . . . 1^5
The Problem of Goals ...... . 149
Summary . . . . . . . . . . . . . . . . . . . . . . . 133
VII PROBLEMS AMD PROCESSES OF ADJUSTMENT OF COOPERATING
TEACHERS — CASE STUDIES............................. 160
The Problem of Definition of Role................ 161
The Problem of Identification with the College
Teacher Education Program............ . 166
The Problem of Placement Policy...... . I69
The Problem of Giving Effective Guidance..... 173
The Problem of Providing the Best for Children . . . 177
The Problem of Personal Morale . . • • • .... 183
Summary........................................ 190
VIII SUMMARY AND IMPLICATION FOR THE STUDENT REACHING PROGRAM 19*f
Background and Scope of the Study 194
Summary of the Satisfactions of Student Teachers . . 195
Summary of Dissatisfactions of Student ^eachers . . . 197
Satisfactions of Cooperating Teachers ......... 200
Dissatisfactions of Cooperating Teachers . . . . . . 202
Comparison of Satisfactions and Dissatisfactions . . 205
Satisfactions and Dissatisfactions in Private Schools 205
Philosophy and Values Reflected in Satisfactions
and Dissatisfactions ....... 206
Measurement of the Relationship..........• • • • . 206
Coverage of Cases ............................. 207
Characteristics of the Superior, Good and Poor
Relationships............................. 20J
Problems and Processes of Adjustment of the
Student Teacher.......................... 208
Problems and Process of Adjustment of Cooperating
Teachers ..................... . 211
General Implications for the Student TeachingP rogram 213
Implications for the Selection of Cooperating
Teachers................................ 214
Implications for the Orientation of Cooperating
Teachers ............................. 217
iv