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Theses and Dissertations
1982
Is there a Significant Relationship Between Teacher Credibility and Is there a Significant Relationship Between Teacher Credibility and
Teacher Effectiveness? Teacher Effectiveness?
Blake D. Madsen Brigham Young University - Provo
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BYU ScholarsArchive Citation BYU ScholarsArchive Citation Madsen, Blake D., "Is there a Significant Relationship Between Teacher Credibility and Teacher Effectiveness?" (1982). Theses and Dissertations. 4895. https://scholarsarchive.byu.edu/etd/4895
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mjh3
IS THERE A significant relationship BETWEEN
TEACHER credibility AND
TEACHER effectiveness
A thesispresented to the
department of communications
brigham young university
in partial fulfillmentof the requirementrequirements for the degree
master of arts
by
blake D madsen
december 1982
d
s
pani
h- a
dutCUJ
requiaequiI1 rement
this thesis by blake D madsen is accepted in
its present form by the department of communications of
brigham young university as satisfying the thesisrequirement for the degree of masterfaster of arts
yf 4ygordon C whiting 7committee chairman
M dallas burnettcommittee member
y 7 Jcc 0date
v r
avlaffar batemandepertmentdeportmentDepert chairmanment
11
com-mittee
ay
acknowledgments
the completion of this research project was possibleonly through the cooperation and assistance of dr gordon
whiting thesis committee chairman whose encouragement
and advice were greatly appreciated A special thanks to
dr gary coleman associate area director for his support
and assistance in gathering the data the cooperation of
the teachers and students in the arizonanewArizon mexicoaNew north
seminary district of the LDS church educational system
is also greatly appreciated the timely assistance of
dr albert G madsen my brother was also helpful and
finally a special tribute to terry madsen my wife forthe countless hours of editing and typing without whose
encouragement this thesis would never have been completed
iii111liilil
CONTENTS
page
LIST OF TABLES viichapter
1 SURVEY OF THE literature 1
introduction 1
statement of purpose 4
justification 5
the problem 6
definition of terms 7
deliniationsdelineations 10
review of the literature 10
credibility 11
teacher evaluation 16
2 KETHODSMETHODS 20
sample 20
procedure for gathering data 21
instrument 21
3 RESULTS 28
descriptive findings 28
student religiosity 28
teacher influence 30
teacher credibility 32
iv
4040
4 conclusions AND discussion
page
class attitude 35
teacher effectiveness 36
relationship between variables 37
summary
43
review 43
data 44
descriptive findings 45
student religiosity 46
teacher influence 46
class attitude 4
relationship between variables 48
teacher credibility 49
teacher effectiveness 50
recommendations for further study 52
summary 53
bibliography 55
appendixes
A LETTER FROM researcher 57
B LETTER FROM ASSOCIATE AREA DIRECTOR 58
C STUDENTS evaluation OF HIS SEMINARYTEACHER 59
D DEL BEC PROCESS WITH FORCE FIELDANALYSIS 66
E A comparison BETWEEN IDEAL AND PRESENTSEMINARY TEACHER credibility 0
47
APPENDI XES
70
V
page
F TEACHER credibility percentages 1
G TEACHER effectiveness percentages 73
H CLASS ATTITUDE percentages 75
VI
71
1
1
I1
TABLES
table page
1 percentages of students answeringquestions indicating theirreligiosity 29
2 religiosity factor analysis 30
3 percentages of students respondingto questions on teacher influence 31
4 teacher influence factor analysisresults 32
5 teacher credibility percentagesand meanskeans 33
6 teacher credibility factoranalysis results 34
7 class attitude factor analysisresults 36
8 teacher effectiveness factoranalysis results 37
9 chi square results for teachercredibility 39
10 chi square results for teachereffectiveness 39
VII
1 11 11 1
ledwardiedward
chapter I11
SURVEY OF THE literature
introduction
scores of researchers and theorists have studied
the relationship between source credibility and its effectupon an audience the ancient philosopher aristotlereferred to credibility as ethos he indicated that ethos
consisted of three factors intelligence moral characterand good will he further stated that in order to have an
influence on the audience a speaker must create within the
audience a feeling that he the speaker has those quali-
ties he goes on to say that a man who can make himself
believable and trustworthy has the most potent of all the
means of persuasion
the character ethos of the speaker is a cause ofpersuasion when the speech is so uttered as to make himworthy of belief for as a rule we trust men of probitymore and more quickly about things in general whileon points outside the realm of exact knowledge whereopinion is dwindled we trust them absolutelywe might almost affirm that his character athosethos isthe most potent of the means to persuasion
edward L pross practical implications of thearistotelian concept of ethos southern speech journalXVII may 1952 264
2lanealane cooper trans rhetoric by aristotle newyork appleton century crofts inc 1932 ppap 898 9
1
sp ech
1
4patrickbpatrick
6jamesajames
7vernonbvernon
2
modern theorists have based their research on the
foundation established by aristotle pross agreed with the
threefoldthree dimensionfold established by aristotleethos is an indirect proof which consists of
conveying to the audience a favorable impression onones intelligence moral character and good willthe listener may form his estimate of the speakerscredibility from his preconceived beliefs as to thecharacter and reputation of the speaker from thepersonality and conduct of the speaker at the time ofmaking the speech or from special devices or forms ofstatements in the subject matter of the speech itself 3
marsh supports this claim and indicates that ethos
comes from the speaker himself the credibility of the
speaker is determined chiefly by the audiences estimates
of the speakers intelligence his character and the
degree of good will he appears to have for his listenersmore recent studies however indicate that there are more
dimensions of source credibility than the three proposed
by aristotle567
3prossspross loc citpatrick 0 marsh persuasive speakinspeakingsneakingsheakin new york
harper and row 1961967 p lt5jack L whitehead jr factors of source
credibility quarterly journal of speech LIV february1968 596359
0
63
james C mccroskey william holdridge and Jkevin toomb an instrument for measuring the sourcecredibility of basic speech communication instructorsspeech teacher XXIII january 1941974 263326
vernon
33
E cronen and william K price affectiverelationships between the speaker and listener analternative to the approach avoidance model communicationmonographs XLIII march 1961976 575957 59
charac ter
itself3
4
aristotle 567.567
138
5jackajack
spe ech
monogra s
5-67
one application of source credibility that isrelatively untouched in the communication field is the
relationship between teacher credibility and teacher
effectiveness in 197 mccroskey holdridge and toomb
developed a scale for measuring the source credibility of
speech teachers they conducted extensive tests to check
the validity and reliability of a source credibility in-strument they concluded that the teacher credibilityinstrument is a reliable measure has satisfactoryconstruct and face validity and has predictive validity
8at least for projected future exposure 110 burgoon reexam-
ined the scales to determine if they were accurate indetermining what she called ideal source burgoon
explains in her introduction to this study
in the field of speech source credibility hastypically been measured by semantic differentialtype scales whether these scales are being usedcorrectly to measure receiver perceptions has notbeen adequately examined commonly high credibilityhas been associated with ratings at the positiveends of bipolar adjective items the extreme beingassumed as ideal this assumption of the morethe better needs to be questioned it is possiblepossiblpossiblethat for many attributes moderation is preferred 7
she concluded that with some adjustments the scalesdeveloped by mccroskey holdridge and toomb could be
8niccroskeys&iccroskey op cit p 33
9judee K burgoon the ideal source A reexam-ination of source credibility measurement the centralstates speech journal XXVII fall 1961976 200206200 206
3
co mmunicationubicationuni cationcatlon
1974
strument
4
used in measuring teacher credibility no other studiesdealing with teacher credibility could be located
the literature on teacher effectiveness and teacherevaluation fills volumes the basic conclusion from the
vast resources on teacher effectiveness is that there isno one overall definition of teacher effectiveness the
specific goals and objectives for each situation must be
determined and effectiveness defined in terms of those
objectives the literature on teacher evaluation indicatesthat teacher evaluation techniques must also be chosen on
the basis of what is to be evaluated in each situationnot one method of evaluation has been found to determine
the overall effectiveness of teachers the direction of
modern research in this area is summarized by harrisrelevance for a particular criterion should be
defended logically without undue apology for its lackof comprehensiveness since it seems unlikely that wewill soon find a generally accepted formula forweighting school goals according to their importancefor overall effectiveness relevance whether director indirect is the paramount attribute of any criteri-on measure
statement of purpose
it is the main purpose of this study to determine
if a significant relationship exists between teachercredibility and teacher effectiveness in the L D S
chester W harris and marie R liba compsencyclopedia of educational research new york themacmillankacmillanrackac companyMillankillan i960 p 1482
indirect16s
pur ose
nc op iaaci 96i 1 0
lochester
5
seminary setting the main purpose will be supported by
determining if significant relationships exist between
teacher credibility versus sex year in school student
religiosity teacher influence and class attitude itwill further be determined if significant relationshipsexist between teacher effectiveness versus sex year in
school student religiosity teacher influence and classattitude
justification
the study of source credibility is not new since
the beginning of time man has been concerned with how
others see him he has long been aware that how othersperceive him has a direct relationship with the effect he
will have on them many studies in the area of public
address have been conducted in an attempt to determine the
variables of speaker credibility that have the greatest
effect on a speakers ability to influence an audience
the basic conclusion from these studies is that credibilitycan be measured under five basic dimensions competence
extroversion character composure and sociabilityresearch has also brought about the implicit
expansion of the credibility concept making it synonymous
with general person perception which now seemsj to be the
mccroskey loc cit
11
which seem
11
6
rule rather than the exception in other words the
whole man not just his speaking abilities are now con-
sidered in determining the factors of source credibilitysince teachers must be examined for more than theirabilities to sway their audience with the speaking situa-tion the expanded concept of credibility opens the door
for a look at teachers in terms of source credibilityresearch concerning the development of scales and methods
of teacher effectiveness fills volumes however no
studies could be found which attempt to discover the
relationship between credibility and teacher effectivenessA discovery of a strong correlation either positive or
negative or lack of correlation between credibility and
teacher effectiveness would be a contribution to the study
of teacher evaluation it will help give direction to
future research by indicating whether more or less consider-
ation should be given to credibility factors when developing
teacher evaluation instruments
the problem
this study will attempt to answer the following
questions1 does a significant relationship exist between
teacher credibility and teacher effectiveness
12jesse G delia A constructivestconstructivistConstruct analysisivest ofthe concept of credibility quarterly journal of speechpeechLXII december 1961976 365
12
teacher-s
S
7
2 does a significant relationship exist between
teacher credibility and sex year in school studentreligiosity teacher influence and class attitude
3 does a significant relationship exist between
teacher effectiveness and sex year in school studentreligiosity teacher influence and class attitude
the hypotheses to be tested in this study statedin the null form are
1 no significant relationship exists between
teacher credibility and teacher effectiveness2 no significant relationship exists between
teacher credibility and sex year in school student
religiosity teacher influence and class attitude3 no significant relationship exists between
teacher effectiveness and sex year in school student
religiosity teacher influence and class attitude
definition of terms
the terms used extensively throughout this thesiscan be looked at from two points of view conceptually and
operationally the conceptual point of view is the
intuitive or actual definition of the term the opera-
tional point of view is the way the term has been used and
defined in this thesis the following terms are defined
here teacher credibility teacher effectiveness student
religiosity teacher influence and class attitude
8
the conceptual definition of teacher credibilityis based on the research findings from studies on
credibility as reported in the review of the literaturesection of this study operationally teacher credibilityis defined in terms of a score indicating the differencebetween the ideal and the present seminary teacher the
obtaining of this score is explained in the instrument
section of this thesis A small score ie a small
difference between ideal and present seminary teacher
indicates a high teacher credibility rating A large
difference indicates low teacher credibilitythe theconceptualconceptual definition of teacher effectiveness
is the ability the teacher has to positively influence a
students behavior or attitude toward a certain goal the
conceptual definition is explained in greater detail in the
review of the literature the operational definition of
teacher effectiveness is the score obtained on a matching
scripture test which included the basic forty scripturelearning scriptures that the students were expected to
learn during the 1981821981 school82 year A high score on the
scripture test indicates high teacher effectiveness and a
low score indicates low teacher effectivenessthe conceptual definition of student religiosity is
the attachment a student shows to certain religious prin-ciples these attachments would be shown by beliefs and
practices of these religious principles in the setting
9
of this thesis it would be indicated by the studentsbeliefs and practices of the teachings of the church of
jesus christ of latter day saints operationally studentreligiosity will be defined as a score obtained from a nine
item scale in which the students reported the strength of
their commitmentmmitment to certain religious principles higher
scores indicate high student religiosity ratings and low
scores indicate low student religiosity ratingsteacher influence can be defined conceptually much
the same as teacher effectiveness operationally it isdefined as a score obtained from a nine item scale inwhich the students reported the amount of their teachersinfluence in living certain religious principles the
high scores indicate a high teacher influence rating and
low scores indicate a low teacher influence ratingclass attitude can be defined conceptually as a
students positive feeling toward his classroom settingoperationally class attitude is defined in terms of a
score indicating the difference between an ideal and the
present seminary class the obtaining of this score isexplained in the instrument section of this thesis A
small score ie a small difference between ideal and
present seminary class indicates a high class attituderating A large difference indicates a low class attituderating
other terms used extensively in the thesis thatmay need some clarification are sex year in school
co
iI1
10
teacher and student sex is of course defined as male and
female the year in school refers to the high school grade
ie ninth tenth eleventh or twelfth the teacherswere the released time seminary teachers of the arizonanew mexico north seminary district of the church of jesus
christ of latter day saints the students referred to in
this thesis are the students of the above named teachersthey included both sexes and grades nine ten eleven and
twelve and were comprised of one class period from each
teacher
deliniationsdelineations
this study will be limited to determining ifsignificant relationships exist it is not an attempt to
develop a new instrument for evaluating teachers thisstudy was also limited to seminary teachers and seminary
students and therefore the findings may not be generalizedto all teaching situations the findings were dependent
on self report data and therefore may not be measures of
actual influence teacher effectiveness looks only at the
teachers ability to teach the basic forty scripturelearning scriptures and not his overall effect on the
students
review of the literature
the review of the literature will contain a summary
of the researchsearch on credibility and the evaluation of
in
the
in
re
stahnstatnentsants
11
teachers in an attempt to determine their effectiveness
credibilityfrom the days of early man to our own chaotic time
man has been concerned with how he appears to others he
is cognizant that what others think of him has a directrelationship on his ability to influence them this isespecially noticablenoticeablenoti incable the area of public speaking
aristotle called this factor ethos the more modern
theorists have referred to it as prestige or credibility 3
aristotles explanation of ethos is best summarized by
pross
ethos is an indirect proof which consists ofconveying to the audience a favorable impression ofones intelligence moral character and goodwillgoodthe
willlistener may form his estimate of the speakers
credibility from his preconceived beliefs as to thecharacter and reputation of the speaker at the timeof making the speech or from special devices or formsof statements in the subject matter of the speechitself 14
minnick agrees with this concept by indicating that ethos
may be conceived as arising from three sources 1 the
tangible attainments or reputation of the speaker
2 the character or personality revealed by the speaker
as he utters the speech and 3 the congruence of the
speakers proposals with the beliefs and attitudes of the
audience 5 secord adds that even how a person looks
marsh loc cit pross loc citl5waynelawayne C minnick the art of persuasion 2d ed
boston houghton i-viifflin companycomcon 1968dany p 62
credibil
13
11may
9-115
13marsh 14pross
i C wayne ivim-innickl-innick
mifflin
Credibilbli
13 14
ad
17deliadelladeila
12
acts and talks etc the whole person affects the
credibility of the speaker delia indicated that modern
definitions of credibility must be understood in a way
consistent with the everyday attitude of the naive socialactor 7 he quotes walshwaish as saying that any meaningful
definition of ethos must be anchored within the pre-
selected and preinterpretedpreinterpreted1interpreted world of the social actor
that is to say that credibility must be defined inconjunction with an understanding of the rhetorical situ-ations as they are constituted within the social world 7
in 1963 anderson and clevengeroCleven publishedgerO an
excellent article summarizing the studies on credibilityup to that date they grouped the experimental research
in five areas1 fixed ethos vs congruity hypothesis they
indicated that in earlier studies the ethical element was
assumed to be a fixed value during the communication act
the more recent studies however have revealed that the
ethos of a speaker tends to fluctuate during the delivery
paul F secord and carl W buckman social psy-chology 2d ed new york mcgraw hill 1941974 PP 444644
delia
46
op cit p 37030 bidibid181bid181 ibid191bid
20kenneth2kennethakenneth20 andersonKenneth and theodore clevenger jrA summary of experimental research in ethos speech
monographs XXX june 1963 598597859 788
16
17 walsh18
19
16paul
pre
Clevenger20
17
clevenger-to
ad
13
2 ethos assumed vs ethos measured in earlierstudies researchers would compare the attitude change
effected by the same speech credited to two differentsources who were assumed to differ widely in credibilitysuch as eisenhower and manson more recent studies
selected the differing sources based on previous ethos
tests3 topic oriented vs topic irrelevant ethos
studies conducted in this area assumed that the credibilityof a speaker varied with the topic he was speaking on
4 average vs individual measures the assum-ption of this area of research is that speaker credibilityvaries among subgroups such as religion sex age etc
5 extent of audience analysis some studiesinvolved detailed analysis of the characteristics of the
audiences whereas others do not take that into considera-
tionA complete summary of the experimental research of
those five basic areas are contained in the above cited
article and will not be reviewed here following however
is the basic conclusion from their summary articlethe finding is almost universal that the ethos of
the source is related in some way to the impact of themessage this generalization applies not only topolitical social religious and economic issues butto matters of aesthetic judgment and personal tasteas well
there is no evidence to show that suggest-ibility to prestige correlates well with intelligenceeducation speech training subject matter competenceage or sex the only variable which seems clearly
11
14
related to differences in suggestibility to prestigeis the initial attitude toward the topic or thepurpose
certain characteristics of a speech affect theethos of the speaker
such noncontent stimuli as dress voice andmanner apparently affect the attitude of the audiencetoward the speaker audiences appear to react totheir evaluations of the competence of the speakermore than the speakers sincerity
these studies were basically an attempt to identify the
persuasive influencesnfluencesinfluences of source credibilitymore recent studies have directed their efforts
towards identifying the factors of source credibilitywith the increased use and understanding of the computer
factor analysis has been helpful in identifying these
factors griffin explains that experimental studies of
source credibility coupled with factor analysis of
possible influential variables give a stronger suggestion22of precise dimensions he goes on to summarize the
findings concerning the factors of source credibility he
indicates that the factor analytic studies reveal five
factors of credibility expertness reliability inten-
sion dynamism and personal attraction some authors give
different names to the same dimensions griffin alsosummarizes the research that supports the acceptance of
ibidkim griffin the contribution of studies of
source credibility to a theory of interpersonal trust inthe communication process psychological bulletin LXVIIIaugust 1967 10
f
i
21ibid
22kim
107
24deliadella
15
these five factors whitehead indicated that clearly we
can no longer regard ethos or source credibility as simply
a three factor structure composed of expertness trust-worthiness and dynamism since more than three factors
have emerged from the research 2
modern research has attempted to broaden the
concept of credibility to include more than just speaking
situations in delias summary article on credibility he
indicates that standard credibility scales are now being
applied to social objects as diverse as charles manson24organization supervisors and classroom instructors
although delia is not in favor of such an expansion of the
historical meaning of credibility he accepts it as a true
factany notion of teachers as communicators
much less as sources of influence has vanished theyare to be judged globally as persons while mostresearchers do not report the instructional set giventheir subjects the implicit expansion of the cre-dibility concept making it synonymous with generalperson perception seems now to be the rule rather thanthe exception 5
since the use of factor analysis has become such an
important part of credibility research many scales have
been developed in an attempt to determine the factors of
source credibility one of the major leaders in this area
is james mccroskey in 1941974 he along with holdridge and
p 63
delia op cit p 364 251bid25ibid
havjj 23
1
25
scal s
23whitehead23whitehead op cit24
16
toomb developed an instrument for measuring the credibilityof communication instructors they made use of a semantic
differential scale to measure the five dimensions of cred-ibility competence extroversion character composure and
sociability they discovered that teacher credibilitycould be measured under these dimensions 2026 later researchsupported their findings but found some weakness in some of
the terms used in their scales 2 the basic conclusion
however was that with the expanded definition of credibil-ity and the increase of factors considered to contribute to
credibility teachers could be measured to determine theircredibility
teacher evaluationresearch in teacher evaluation has been an important
issue since the early 1900s thousands of studies have
been conducted in an attempt to determine the criterion forwhat is good teaching the first significant summary in
this area was conducted by barrearr in 1948198 two years laterdomas and tideman 1950 prepared a bibliography of over
one thousand of such articles other summary studies to
supplement barrs original have been by morsh and wilder
1954 fulkerson 195 and remmers 1963 considering
the numerous studies that have been conducted on this topic
26mccroskey26iyiccroskey26 locMcCroskey cit27burgoon27 locBurgoon cit
27
1954
I1
very little can be concluded as to what constitutes good
teaching this embarrassing conclusion is verified by
howsam as he quotes ryans a distinguished writer in the
field of teacher evaluationsembarrassing as it may be for professional educa-
tion to recognize relatively little progress has beenmade in rounding out this definition of effectiveteaching with the details which are necessary fordescribing competent teaching or the characteristics ofeffective teaching for a given educational situationor cultural setting 20
in spite of the limited amount of concrete evidence
that has come about as a result of the volumes of research
that has been conducted these studies have been helpful
lnin determining the general criteria of good teaching
abellabeli 7 indicated that the greatest problem in determining
the appropriate criteria lies in the definition of what
teacher evaluation and teacher effectiveness is numerous
studies give strong evidence that a major criterion of any
teacher evaluation must be the progress made by the studentpine indicated that the ultimate purpose of effectiveevaluation is the growth and development of the student
c-ompetencei-ompetence
0
28r28p B howsam new designs for research in teachercompetence burlingame california teachers association1960 p
A S barr ed the use and abuse of correla-tional and regression techniques in the evaluation andprediction of teacher effectiveness by allan abell wis-consin studies of the measurement and prediction of teachereffectiveness madison dembar publications inc 1961
30gerald3geraldjgerald30 JGeraldgeraid pine and angelo V boy necessaryconditionsonditions for evaluating teachers NASSP bulletin LIXdecember 1975 19
17
fg
jkbell29
30
7
29a
onditi ons
32helenheien
staynorshaynor brighton and gale rose increasing youraccuracy in teacher evaluation englewood cliffsprentice hall inc
teacdeacefficieeffifie
18
mueller referring to morsh and wilders summary of 360
selected studies on teacher effectiveness made the follow-
ing statement
the authors conclude that evidence of studentchange appears to be the most direct and reliable cri-terion but the problem of relating specific teacherinfluences to student achievement is largelyunresolved1unresolved31unresolved
walker2Walkerwaikernalker
131
and232walker-s nelsonneison support33 that belief indicat-ing that a researcher would do well to look at some
specific aspect of student change or growth when preparinga way to evaluate teachers brighton and rose expressed itthis way
learning can be defined satisfactorily interms of desired changes in pupil behavior that ishealth knowledge skills and attitudes if theobjectives of schools are to bring about learning thengood teaching is what helps cause the desired changesin pupil behavior at a faster rate and to a higherdegree than poor teaching34teaching3teachingteachings
studies
343
in this area also conclude that an
evaluation scale for all teaching situations cannot be
dorthy G mueller how to evaluate teachingthe journal of teacher education XXII summer 1971191igiigl 229
helen M walker ed the measurement of teachingefficiency new york the acMillanmacmillanlylIVi company 1935
kenneth G nelson john E bicknell and paul A
hedlund measures of teaching effectiveness albany theuniversity of the state of new york the state educationdepartment 1956
1965 P 1
fastar4r
31dorthy
1773 57
33kenneth33
34staynor
19659 14
Staynor
31
progresspro9ress
ac1c 33
19
developed research indicates that one must consider
specific student changes for each case to be evaluated
harris said perhaps the most significant statement thatcan be made about any proposed criterion variable is that
it is a partial criterion relevance for a particularcriterion should be defended logically without undue
apology for its lack of comprehensiveness 35 mueller put
it this way
A universal definition of good teaching pertinentto all situations and to every teacher is unrealistictherefore it follows that developing the perfectinstrument with which to evaluate is impossiblelogic then suggests that teachers be evaluated on thebasis of student progress toward strictly limiteddefined objectives3objectives
the
3
difficulty of evaluating good teaching contin-ues to be a problem for research it is perhaps bestsummarized by george hartman
the ideally efficient teacher is the one who canaccomplish the largest number of important and sociallydesirable changes in the greatest number of pupils inthe shortest possible time with the least expenditureof energy and with the maximum satisfaction in thelearning process and its outcome by all concerned37concerned
when
37
researchers learn to measure that teacher
evaluation will have reached its apex
35harris35 locHarris cit31viueller36nueller op cit p 231
37george37 WGeorge hartman measuring teaching efficiencyamong college instructors archives of psychology no 15
july 1933 8
eff-iciency154
chapter 2
METHODS
samplesamplsandlesandiesampi
the population for this study were the students of
seventeen released time seminary teachers in the arizonanew mexico north seminary district of the church of jesus
christ of latter day saints church educational system
CES it will be noted that the teachers in this districtare all male and reside in four states arizona new
mexico colorado and utah the teaching experience forthese men ranges from one to fifteen years the teachersin the district are involved principally with released time
seminary programs one class from each teacher was
randomly selected by the associate area director from which
the data was gathered the data from two of the teacherswas rejected because their students were permitted to use
books on a portion of the data gathering instrument thisresulted in a total sample size of 336 students from the
sample 43 percent were male and 57 percent were female
it was also determined that 41 percent were freshmen 16
percent were sophomores 25 percent were juniors and 18
percent were seniors
20
21
procedure for gathering atadata
the data gathering instrument with a cover letterfrom the researcher see appendix A and one from his
associate area director see appendix B was mailed t6ta the
teachers during the second week of april 1982 the
teachers were instructed to administer the test to one
class randomly selected by the associate area directorduring the last week in april 1982 the instrument with
a cover letter of instructions was given to the studentsby their teacher the students were asked to complete the
information fold the data gathering instrument and place
it in an envelope and seal it to assure confidentialitytheir teacher then gathered the envelopes and returned them
to the associate area director at a district facultymeeting the next week the envelopes were then returnedto the researcher for analysis
instrument
the instrument used in gathering the data consistsof six parts and a cover letter of instructions see
appendix C part I1 is an informational questionnaire forobtaining biographical data about the students it alsocontained nine likert type statements used to determine
student religiosity and nine likert type statements used
to determine teacher influence
ijamesljames
toombigoombi
22
parts II11 and 111IIIlii are identical eighteen item
semantic differential scales used to measure teacher
credibility the statements are arranged so that approxi-
mately half the positive factors are on each side of the
scale this encourages the students to read each item
before responding rather than marking straight down one
column this scale is an adaptation of a fourteen item
scale developed by mccroskey holdridge and toomb to
measure the source credibility of instructors of the basic
speech communication course CroskeysmccroskeysMc scale contains
five dimensions of credibility competence extroversion
character composure and sociability the items used in
this study under the dimension of competence are reliableunreliable and skillfulunskillful A pilot test on several students from the
farmington seminary revealed competent incompetent as a
difficult item for high school students to understand
further testing showed skillful unskillful as a good item
for its replacement the other two items were deemed
understandable by the pilot test expert inexpert was
deleted from the mccroskey scale for this study based on a0
study conducted by judee burgoon in which she found that
1 james C mccroskey william holdridge and Jkevin toomb an instrument for measuring the sourcecredibility of basic speech communication instructorsspeech teacher XXIII january 197 263326
2judee33
K burgoon the ideal source A
2
1974
qualified unqualified
confident11confident lacks confidence
23
the expert inexpert item is a highly deviant factor inmeasuring source credibility the qualified unqualifiedterm has been added to the scale based on CroskeysmccroskeysMc
research wherein he found this item to rate high inmeasuring competence
under the dimension of extroversion the items
meeklimeeklimbeek aggressive silenttalkative were deleted based on burgoonsburgeons findings of high
deviance in these items the terms outgoing withdrawn
itwas replaced with shows concern lacks concern
the dimension of composure is changed from the
mccroskey scale in that calm has replaced poised as the
opposite of nervous and anxious was removed in pilottesting it was found that the students had difficulty inunderstanding the word poised they felt calm was a
better opposite of nervous making anxious an
reexamination of source credibility measurement the cen-tral states speech journal XXVII fall 1961976 200 2020t
verbal quiet bold timid
energetic tired have been
added because of high correlation between these items and
extroversion discovered by mccroskey they also proved
understandable by the students in the pilot testthe dimension of character contains unselfish
selfish and kind cruel as a result of CroskeysmccroskeysMc
research the pilot test revealed that the students had
difficulty with the item sympathetic unsympathetic
24
unnecessary item relaxed tense is the other item of
this dimension
the sociability dimension contains the items of
sociable unsociable
the pilot test revealed that the
students felt short tempered was a better opposite forgood natured than irritable used by mccroskey
A sixth dimension has been added to the mccroskey
scale to help adapt the scale to a church of jesus christof latter day saints seminary setting the items of thisdimension are loving hateful sense of humor boring
and warm cold these items were
selected by asking approximately 100 seminary students of
the farmington seminary to list three qualities they feltan ideal seminary teacher would have all the terms from
the students were listed and the students were then asked
to rank the ten most important on the list the four to be
used were selected from the rankings by the del becbee process
with force field analysis see appendix D the fourterms were then given to the students again and they were
asked to give what they felt was the best opposite to the
word they had selected as ideal the opposite used by the
majority of the students was selected to complete the item
for the scale part II11 and part 111IIIlii of the instrument were
used to measure teacher credibilitypart IV and part V are identical ten item semantic
differential scales designed to discover what the students
cheerful gloomygloomy1 and shorttempered good natured
spiritual worldly
25
feel their present seminary class is like and compare itto what they feel the ideal seminary class is like thisis used to measure class attitude the items for these
scales were selected in a three step process for the
first step approximately seventy students from the
farmington seminary were asked to list three things they
felt an ideal seminary class should have for step two
all the terms were listed on a paper and seventy studentsfrom farmington seminary seventeen students from bloomfield
seminary and nineteen teachers from the arizonanewArizon mexicoaNew
north seminary district were asked to rank the ten items
they felt were most important fourteen terms were common
to two of the three groups these fourteen items were
narrowed to ten by using the rank each term received from
the three groups and applying the del becbee process
to that rank the top ten terms from this process were
selected as the items to be used for the instrument the
third step was selecting the opposite term for each item
so that it could be made into a semantic differentialscale the opposite term was selected by listing the ten
items selected from step two and asking seventy studentsfrom the farmington seminary to put what they felt the
opposite of that term was the opposite used by the
majority of the students was selected for the instrumentpart VI of the instrument is a scripture test used
to determine teacher effectiveness this measure was
26
selected for two main reasons first the CES places great
emphasis on the students learning to recognize forty basicpassages from the book of scripture they are studying thatschool year second from the researchers personal
experience and from questioning several other seminary
teachers it was discovered that very few if any of the
students are familiar with the forty passages at the
beginning of the year this factor made it unnecessary
for a prepostpre typepost test this part of the instrument was
made up by arranging the forty passages in the order in
which they appear in the scriptures ie doctrine and
covenants 1 doctrine and covenants 10 etc the passages
were then divided in four groups of ten from each group
five passages were randomly selected by drawing from a hat
these five passages from each group were used on the
instrument A sixth reference without a matching passage
was added to each group to make a normal distribution of
data possible with a perfect match it made it impossible
to miss one unless one answer was used twice which the
instructions indicated not to do it needs to be noted
that an error existed on the fourth group of ten therewas not a correct answer for number four civil marriage
is not in force after death the correct answer was
D & C 13215 the answer provided on the test was
ID & C 12815 it was discovered that the students who
seemed to know the answer did one of ewoiwotwo things one they
2
27
changed D & C 12815 to D & C 13215 or two they
selected D sc C 12815 as the correct answer the studentswho didnt know selected another answer because of thisobservation and the advice of his committee chairman the
researcher used the data from this portion of the instrument
for analysis the results of the factor analysis supported
this decision
chapter 3
RESULTS
descriptive findings
the data for this study was gathered in the arizonanew mexico seminary district of the church educationalsystem of the church of jesus christ of latter day saintsthey were collected from the students of seventeen teachers
but the data from two of the teachers were rejected because
they had permitted their students to use books on a portion
of the data gathering instrument this resulted in a totalstudent sample of 336 from this sample 43 percent were
male and 57 percent were female it was also determined
that 41 percent were freshmen 16 percent were sophomores
25 percent were juniors and 18 percent were seniorsthe data gathering instrument contained eighty two
bits of information which were reduced to seven variablesthe seven variables are sex year in school student
religiosity teacher influence teacher credibility class
attitude and teacher effectiveness
student religiosityto determine student religiosity the students had
the opportunity to respond to nine questions with often
28
findl
I1 attend MIA andor priesthood meeting 92
I1 attend sacrament meeting 92
I1 attend sunday school 88
I1 want religion to be a part of my life 8
I1 accept the counsel of my bishop 80
I1 accept the counsel of my parents 71
I1 have personal prayer 54
I1 attend family home evening 45
I1 study the scriptures 27
29
occasionally seldom or never responses the
responses were grouped into often versus occasionally
seldom and never for analysis it was found that a
high percentage of the students attend their meetings and
want religion as a part of their life the percentage
becomes smaller for receiving counsel from their bishop
and parents only about half of the students have personal
prayer and family home evening and 27 percent study the
scriptures often see table 11. it was also discovered
that five percent of the students never have personal
prayer or study the scriptures and 15 percent never attendfamily home evening
table 1
percentages of students answering questionsindicating their religiosity
percent ofoften
statement responses
of
87
ll-o11-0
4-9w-g
30
A factor analysis of student religiosity showed
that 42 percent of the variance was explained in the firstfactor 18 percent in the second 11 percent in the thirdand 10 percent in the fourth on the basis of these
results a single factor solution is sensible the variableswith the highest loadings are shown in table 2
table 2
religiosity factor analysis results
item
sacrament meetingsunday schoolmiapriesthoodPriesthoodMIA
family home eveningpersonal prayerstudy the scripturesaccept counsel of parentsparentgparentaaccept counsel of bishopwant religion in life
teacherreacher influence
mean on afour point
scale
393.9383.8383.83.131333.33.030373.73.838383.8
S tandardstandardjandarddeviation
.5252
57
.5959
1.10110.8686
83.83
.5656
.5656.4949
factorloading
8.8
8.8
9.9
3.3
4.4
3.3
4.4
6.6
5.5
teacher influence was determined by responses to
nine questions the students could respond with stronglyagree agree disagree or strongly disagree the
responses were grouped into those who strongly agree and
agree versus those who disagree and strongly disagree
for analysis eight of the nine statements were over 90
thi-rd
39
38
38
31
33
30
37
38
38
5- 2
5- 9
8- 6
8- 3
5- 6
5- 6
31
percent agree the one statement below 90 percent was
I1 would go to my teacher with a problem which was 68
percent agree see table 3 the lower percentage on
this item is not a negative finding since students are
strongly advised to take personal problems to parents and
bishops
table 3
percentage of students responding toquestions on teacher influence
statement percent who agree
my teacher has helped my desire to livethe word of wisdom 97
my teacher has helped my desire to staymorally clean 96
my teacher has helped my desire tomarry in the temple 96
my teacher has helped my desire toattend church 93
my teacher has helped my desire tostudy the scriptures 93
my teacher has helped my desire tohave personal prayer 92
I1 enjoy my seminary teacher 92
I1 enjoy my seminary class 90
I1 would go to my teacher with aproblem 68
A factor analysis of teacher influence showed 48
percent of the variance was explained in the first factorand 14 percent in the second factor on the basis of these
g- ig- l
6- 4g- w
0- 0o- o
32
results a single factor solution is sensible the
variables with their loadings are shown in table 4
table 4
teacher influence factor analysis results
item
meetingsprayerword of wisdommoralstemple marriagestudy scripturespersonal problemsenjoy classenjoy teacher
teacher credibility
mean on a fourpoint scale
353.5353.5373.7383.8383.8363.62.929353.5373.7
standarddeviatiodeviationdeviationdevi
.6565
atioatlo
70.70
57.57
.6161
.5151
.64641 .0000
75.75
.6262
nfactorloading
7.7
7.7
7.7
7.7
6.6
5.5
6.6
6.6
7.7
teacher credibility was measured by finding the
difference between an ideal and a present seminary teacherA comparison between the identical eighteen terms of the
seven point semantic differential scale for ideal and
presentitpresent seminary teacher revealed an average of a one
point difference between means A small difference in means
indicates a high teacher credibility score the small
average mean 7.7 and the high average percentage 84
percent of students giving credibility scores smaller than
the mean gives evidence of a negatively skewed curve
M
It
35
35
37
38
38
36
29
35
37
6- 5
7- 0
5- 7
5- 1
7- 5
6- 2
lo-o1.00100
bsmallmalimaiiysmall
iiil
idealbideala
33
see table 5 for those interested in descriptive
findingfindings see appendix E which provides the means forideal and present teacher separately
table 5
teacher credibility percentages and means
itemrated
confidentsociablesociablecheerfulshows concernreliableoutgoingenergeticlovingdovingkindspiritualskillfulrelaxedwarm
selfishunselfishJnsense of humorcalmgoodgrood naturedqualified
percent ofcredibilicredi
thanbili
resty ithe
90
89
88
88
87
87
8786
86
86
85
83838382
77
76
75
espondespondeatingmean
ntsants withsmaller
mean differencebetween real
and idea
5.5
5.5
6.6
7.7
6.6
6.6
6.6
7.7
6.6
6.6
7.7
8.8
7.7
8.8
8.8
9.9
1.1115.5
average 84 7.7
ranked according to greatest percentage smallerthan the mean
mall mean indicates a high teacher credibilityscore
respondentscredibility ratine
8
abing
llli
iiililiiiiiliiilloiolilllillilliloioljijlill
ijljiililill
difdlffferenerencearencembetweenbetwee ideal
item teacherreal
unselfishsociablecalmreliableoutgoinglovingkindcheerfulrelaxedwarm
qualifiedconfidentsense ofshows concern 7.7
good natured 1.111skillfulenergeticspiritual
8.8
5.5
9.9
6.6
6.6
7.7
6.6
6.6
8.8
7.7
5.5
5.5
humor
7.7
6.6
6.6
7.7
differendiffered
itualigual
34
A factor analysis forfarzarzorfofocroc ther eighteen items of teachercredibility revealed that 49 percent of the variance was
explained in the first factor the next factor accounted
for only six percent of the variance and the rest of the
factors each accounted for less than six percent on the
basis of these results a single factor solution issensible see table 66.
table 6
teacher credibility factor analysis results
mean ceand standard
deviation
1.3131.2121.3131.1111.1111.1111.1111.0101.1111.1111.1111.0101.3131.1111.5151.3131.1111.111
factorloading
6.6
6.6
5.5
7.7
7.7
7.7
7.7
7.7
6.6
7.7
8.8
7.7
7.7
7.7
7.7
6.6
7.7
7.7
small mean indicates high teacher credibility score
1ess
spir
15
i-sl-s
35
class attitudeclass attitude was measured by finding the differ-
ence between an ideal and a present seminary class A
comparison between the identical ten terms of the seven
point semantic differential scale for ideal and present
seminary class revealed an average of a two point differencebetween means A small difference in means indicates a high
class attitude score the small average mean 1.515 andsndsa-nd thend
high average percentage kofloflof ofstudentsstudents 72 percent giving
class attitude scores smaller than the mean gives evidence
of a negatively skewed curve see table 7 for a list of
the means
the factor analysis of class attitude indicated
that 49 percent of the variance was explained in the firstfactorfactory ten percent for the second factor and on down to
three percent in the last factor on the basis of these
results a single factor solution is sensible the
variables with their loadings are shown in table 7
the term few tests within class attitude appears
to be a deviant from the one factor solution the loading
of this term for the first factor was much lower than
loadings for the rest of the terms the loadings for few
tests were evenly distributed over the four factors 3.3
2 3.3 however since few tests is the only term
showing such deviance a one factor solution still seems
reasonable
compariI1 son
wit-hin
15
10.10
lgig
llliiglg
iwlw
iliiiglglgig
lwiw
iwlw
iwlw
iwlw
lgigiglg
iwlw
difdlfferencearence
36
table 7
class attitude factor analysis results
item
teachablefunspiritualparticipatescooperativereverentfew testsfriendlylistensprepared
mean differencebetween ideal and
real class
1.6161.1111.6161.3131.4142.1211.5151.1111.6161.919
standarddeviation
1.4141.5151.4141.4141.4141.6161.6161.3131.4141.515
factorloading
8.8
6.6
7.7
7.7
8.8
7.7
3.3
6.6
8.8
7.7
A small mean indicates a high class attitude score
teacher effectivenessteacher effectiveness was determined by a scripture
test the test was assigned a letter grade according to
the percentage received on the test those who obtained a
score of 100 percent to 90 percent received an A from
89 percent to 80 percent a B 79 percent to 65 percent a
C 64 percent to 50 percent a D and below 50 percent
an E using this letter grading method 20 percent of
the students received an A grade 18 percent a B grade
16 percent a C grade 7 percent a D grade and 39
percent an E grade A factor analysis revealed that 69
9c 11
13
21
15
13
15
ac
iglg
19ig
lgig
37
percent of the variance was explained in the first factor14 percent in the second 9 percent in the third and 8
percent in the last on this basis a single factorsolution is sensible the variables with their loadings
are shown in table 8
table 8
teacher effectiveness factor analysis results
scrigro
group
groupI
group
roup
group
relationshipsrelationshirelationship
ptureitureup
one
two
three
four
six
mean numberof correct answersanswer deviation
A major concern of this thesis was to determine ifsignificant relationships exist between teacher credibilityversus sex year in school student religiosity teacher
influence class attitude and teacher effectiveness
another major concern was to determine if significantrelationships exist between teacher effectiveness versus
sex year in school student religiosity teacher influence
and class attitude chi square tests for independence were
used to determine if significant relationships exist ji
1
scripture standardgroup
1
1-13roup
in
in
Ds
39
37
33
37 18
3.939373.7
333.3
373.7
points possible for
between variables
stas dev
1
1
1
1
each group
ndardedardlation
9.9
9.9
9.9
8.8
factorloading
8.8
8.8
8.8
7.7
1.9191.9191.9191.818
religireligaI1 ositydosity
38
order to calculate chi square the scores from student
religiosity teacher influence teacher credibility and
class attitude were used to divide the teachers into high
medium and low ratings creating 3 by X matrices the
ratings were determined by placing approximately 33 percent
of the students in each group the groups for teacher
effectiveness were determined by a grading process in which
100 percent to 90 percent was an A 89 percent to 80
percent was a B 79 percent to 65 percent was a C 64
percent to 50 percent was a D and below 50 percent was
an E the A B and C students were grouped for a
high rating and the D and E students were grouped fora low rating
the chi square tests between teacher credibilityand the other major variables produced significant relation-ships at the .0505 level with the variables student
religiosity teacher influence class attitude and teacher
effectiveness the tests showed no significance for sex
and year in school see table 99.
the chi square tests between teacher effectivenessand the other major variables were significant at the .0505
level with the variables sex student religiosity teacher
influence and class attitude the tests showed no
significance for year in school see table 10.10io
11v of
0- 5
0- 5
g-olg-oi
0- 000o- ooo
0- 3o- o
signifsignia icanceacance
39
table 9
chi square results for teacher credibility
sex
yeartear in school
student religiosityteacher influence
class attitudeteacher effectiveness
significansignificantsignifical relationships
chi square
2602.60
9.0190152.24522476.90769028.042804
8.05805
df
2
6
4
4
4
2
significancelevel
.2727
17.17
.00000000
.00000000
.00000000
.0202
table 10
chi square results for teacher effectiveness
chi square
sex
year in school
student religiosityteacher influence
class attitude
significant relationships
5.295292.492497337.33
178817.88
15.041504
df
1
3
2
2
2
significancelevel
.0202
.4848
.0303
.00010001
.00050005
26-0
t
522-4
769-0
280-4
80-5
2- 7
0- 000
0- 000
0- 2
52-9
24-9
73-3
178-8
150-4
0- 2
4- 8
0- 005
summasunmasunna
variavarla blesbies
40
an inspection of the percentages of the significantrelationships between teacher credibility and the other
variables revealed that the more religious students ratedthe teacher higher on credibility than the less religiousstudents see appendix F the students who were greatlyinfluenced by the teacher rated him as more highly credible
than those less influenced by him the students who feltgood about the class rated the teacher higher in credibilitythan the students who didnt care for the class the
students that rated the teacher high in credibility also
scored higher on the teacher effectiveness test an
inspection of the percentages for the relationships with
teacher effectiveness and the other variables revealed thatfemales do better than males the more religious students do
better than the less religious students the students who
are highly influenced by the teacher do better than those
less influenced and those with a good class attitude do
better than those with a poor class attitude see appendix
G analysis of the significant chi square tests produced
no surprises all the significant results were in the
directions expected
summary
in summary a factor analysis of the data gave
strong evidence that student religiosity teacher influence
teacher credibility class attitude and teacher effective-ness are each single factor solutions using the chi square
perfberformancemancenancearmanceor
41
test for independence significant relationships were found
between teacher credibility versus the variables student
religiosity teacher influence class attitude and teacher
effectiveness teacher effectiveness was also significantwith the variables sex student religiosity teacher
influence and class attitude an inspection of the
percentages shows that the significant relationships are
what might be expected eg good attitudes go with betterperformance etc
the analysis also indicated that student religiosityis generally high wuth the exception of attending family
home evening personal prayer and studying the scripturesover 90 percent of the students feel that their teachersinfluence has been a positive experience in their liveshowever only 68 percent are willing to go to their teacherwith a problem the lower percentage is favorable here
since students are counseled to go to parents and bishops
with personal problems
the analysis revealed an average of a one point
difference between ideal and present teacher on a seven
point semantic differential scale an average of a two
point difference was found between the ideal and present
class on a seven point semantic differential scale it was
also found that about one half of the students did poorlyon the scripture test which was the criterion of teachereffectiveness
42
the lowest teacher rating was for teacher effective-ness where 54 percent of the students rated the teacherhigh and 46 percent low this was the only variable where
the rating was determined by student performance ratherthan by self report attitude scales that is to say thaton the average the teachers were rated much higher by the
students where feelings were expressed the curves were
negatively skewed for each variable
chapter 4
conclusions AND discussion
review
the main concern for this thesis was to determine
if a significant relationship exists between teacher
credibility and teacher effectiveness the survey of the
literature consisted of a review of the information on
credibility and teacher evaluation the review on credi
bilityability dated back to aristotle in which he referred to
credibility as ethos aristotle claimed that there were
three dimensions of credibility intelligence moral
character and good will later researchers supported
aristotles claim indicating that the credibility of a
speaker is determined chiefly by the audiences estimates
of the speakers intelligence his character and the degree
of good will he appears to have for his listeners 1
however with the invention of the computer and more
effective methods of factor analysis modern researchers
feel now that more than three dimensions exist james
mccroskey one of the noted leaders in modern credibility
ipatricktpatrickbpatricktp 0atrick marsh persuasive speakingSpe newakingakinE yorkharper and row 1961967 p 138
43
1
44
studies gives evidence of five dimensions in credibilitycompetence extroversion character composure and
sociability most modern theorists of credibility support
mccroskeymccroskeysCroskeysMc indingsfindingsandingsthe literature on teacher evaluation is extensive
in spite of the vast amount of research in this area what
is good teaching has not been defined the basic
conclusion from the research is that there can be no broad
definition of a good teacher or good teaching in allsituations each situation must have specific goals and
objectives and good teaching defined within those object-
ives
data
the population for the study were the students of
fifteen seminary teachers of the arizonanewArizon mexicoaNew north
seminary district the data was gathered by the following
process the data gathering instrument was mailed to the
teachers with a cover letter from the associate area
director and the researcher the teachers then administered
the instrument to their students during the last week inapril 1982 the students placed the completed instrument
in a sealed envelope and returned it to the teacher the
teacher returned it to the associate area director at a
district faculty meeting the week following the administraadminis
tion
traof the instrument all the data was then given to the
s f
I1 ne
I1
45
researcher for analysisthe instrument consisted of six parts and a cover
letter of instructions part I1 consisted of nine biograph-
ical likert type questions to determine student religiosityand nine likert type questions to determine teacher influ-ence part II11 and part 111IIIlil consisted of identical eighteen
item semantic differential statements these two partswere used to determine teacher credibility part IV and
part V consisted of identical ten item semantic differentialstatements these two parts were used to determine class
attitude part VI consisted of a scripture test used to
determinedetermi teacher effectiveness the instrument contained
eighty two bits of information which were collapsed intoseven variables sex year in school student religiosityteacher influence teacher credibility class attitude and
teacher effectiveness
descriptive findings
the total sample size for this study was 336 high
school age seminary students from this sample 43 percent
were male and 57 percent were female these percentages
could indicate a trend that fewer males than females enrollin seminary the sample was also made up of 41 percent
freshmen 16 percent sophomores 25 percent juniors and 18
percent seniors these percentages could also indicate a
trend it appears that many students drop seminary after
findl
46
their freshman year pick it up again their junior year
and drop it again their senior year these percentages
reflect trends but do not contain sufficient evidence to
make definite conclusions
student religiosityreligiositreligiositythe findings in relation to student religiosity
indicate that most seminary students are religiouslyoriented they are very active in attendance at meetings
nearly 90 percent students apparently find it easier to
receive counsel from their bishop 80 percent than from
their parents 1 percent the apparent problem areas of
student religiosity are personal prayer 54 percent
attending family home evening 45 percent and studying
the scriptures 2 percent the lack of scripture study
is supported by the teacher effectiveness score where
54 percent of the students received high scores even
though only one fourth of the students study the scripturesoften about one half of them scored high on scripturelearning this would give evidence that much learning istaking place in seminary or other situations where scripturestudy is taking place the low percentage attending home
evening could indicate that parents are not doing theirpart
teacher influencean inspectioninspect ofibn the percentages regarding teacher
influence gives evidence that the students feel their
71
27
4
teacher is influencing their lives all but one of the
statements were responded to favorably by 90 percent or
more of the students the lower percentage 68 percent
on the one statement I1 would go to my teacher with a
problem might be explained by the fact that students are
encouraged to take personal problems to their parents or
bishop rather than to the seminary teacherA comparison between the percentages of student
religiosity and teacher influence on statements common to
both variables gives evidence of possible weakness of a
self report type instrument ninety three percent of the
students indicated that their teacher has increased theirdesire to study the scriptures and yet only 54 percent
claim to be having personal prayer and 2 percent claim to
be studying the scriptures to make this measure more
accurate one may need to add a measure of degree of
influence the teacher is having on the student
class attitudethe class attitude scale was designed to determine
how the students felt about their present seminary classcompared to an ideal seminary class the results from these
scales indicated that the majority of the students 72
percent felt their present class was close to idealhowever the response to the statement I1 enjoy my seminary
class from the teacher influence variable indicated that90 percent of the students showed favorabilityfavor towardability their
47
27
48
seminary class the multiple question method appears to
give more depth to class attitude than a one question
approach
relationships between variables
the survey of the literature revealed thatcredibility was found to be a five dimentionaldimensionaldiment variableional
extensive research was conducted by mccroskey to see ifthis conclusion could be applied in terms of teachercredibility CroskeysmccroskeysMc use of factor analysis gave
further evidence that teacher credibility has five dimen-
sions however a factor analysis of the credibilityinstrument in this study revealed that in the case of
seminary teacher credibility there is only one dimension
this gives evidence that in the evaluation of seminary
teachers a breakdown of credibility dimensions is not
necessary
judee burgoon questioned the validity of the use
of semantic differential scales based on the assumption thatthe extremes of the scale were the best or the worst she
contended that the middle may be the besbest in some cases
her findings supported her claims in this study two
identical semantic differential scales were used the firstwas to measure the credibility of the present teacher and
the second to determine what students felt an ideal teacherwould be like an inspection of the means for the ideal
c-live
69gg
64gw 69gg
49
teacher revealed that on a seven point scale the average
mean was 6.969 with an average of 83 percent of the students
rating the ideal teacher above the mean the range of
means was 6.464 to 6.969 with a range of 0 percent to 91
percent this wouldwoul-d indicateid that seminary students do
look at the extremes of the scale as being best or worst
this evidence fails to support mrs burgoonsburgeons findings
the findings also suggest that the need for a separate scaleto measure ideal is not necessary in seminary teacher
evaluationA comparison between the means of the ideal and
present seminary teacher reveals less than an average of a
one unit difference on the seven point semantic differentialscale this gives evidence that a large majority of seminary
students look at their teacher as a very credible source
it is possible that this credibility extends beyond
religious matters this possiblitypossibility is supported by an
inspection of the means and factor analysis results of the
teacher credibility scale the teacher credibility ratedhigh on all items in the scale and was determined to be a
one factor solution before a definite conclusion could be
drawn however further research specifically aimed at thismatter would be necessary
teacher credibilitychi square results revealed significant relation-
ships between teacher credibility versus student religiosity
70
i S
credibi
50
teacher influence and class attitude there was no
significant relationship between teacher credibility versus
sex or year in school an inspection of the percentages
indicates that the more religious students rate theirteacher higher on credibility the students more influencedby the teacher rate their teacher higher on credibilityand those students with a positive class attitude rate
their teacher high on credibility the converse is true
for each case as well these outcomes were as expected A
simple cause effect relationship cannot be assumed between
these variables
teacher effectivenessteacher effectiveness was determined in this study
by the success of the students on a scripture test it was
found that 54 percent of the students scored high on the
test and 46 percent scored low this would indicate thatthe teachers are being effective as defined here with
about one half of the studentschi square results revealed significant relationships
between teacher effectiveness versus sex student religios-ity teacher influence and class attitude no significantrelationship existed between teacher effectiveness versus
year in school an inspection of the percentages gave
evidence that the teachers were more effective with the
more religious students than with the less religiousstudents they were more effective with the students who
51
admit to being more influenced by the teacher and they
were more effective with the students who liked the classthese relationships were as expected the evidence here
also supports a cause effect relationship between teachereffectiveness and the other variables that is to say thatreligiosity and positive class attitude will cause a
student to do better on the scriptures and if a student
allows his teacher to influence him he will do better on
the scripturesthe major purpose of the thesis was to determine if
a significant relationship exists between teacher credibil-ity and teacher effectiveness the chi square test resultedin a significant relationship at the .0202 levelevellevei of signific-
ance an inspection of the percentages reveal that themore credible teachers are more effective than the lesscredible teachers these results give evidence thatcredibility is an important factor contributing to the
success of seminary teachers one weakness of these findings
could be that the teachers were rated so closely to ideal
this does not nullify this study but indicates a need to
refine the credibility measures and gear them more toward
the seminary situation and a single dimension it also
indicates the need for a broader measure of teacher
effectivenessectivenessactiveness
scriI1 ptures
021evel
eff
0210- 2
52
recommendations for further study
the study on credibility and teacher effectiveness
is not yet complete this study has established some
ground work for future research related to these areas the
findings from the measure of student religiosity revealed
low percentages of students having personal prayer attend-ing family home evenings and studying the scriptures thepercentages on attendance at meetings were very high thereappears to be a pattern of personal religiosity versus
public religiosity one would do well to discover why
there is such a difference between the self report data on
personal and public religiositythe study revealed that for seminary teachers
there is only one dimension of credibility as opposed to
other studies which reveal several dimensions of credibilityone could explore the reasons for only one dimension in
this setting first would be to compare high school with
college students to see if age or year in school affects the
number of dimensions of credibility second would be to
compare LDS students with non LDS students to determine
if religion affects the number of dimensions of credibilitythird would be to compare a seminary class with a secular
class to see if class setting affects the number of dimen
sions of credibilitythis study was designed to look at teacher effective-
ness in terms of the narrow area of scripture learning A
stu
bea
I1
53
significant study would be to broaden the definition to
include such things as effect on general religious knowledge
and effect on student religiosity the use of a prepostpre
testpost
would be useful to this type of study
another recommendation would be to compare differentteaching styles and determine if style influences teacher
effectiveness there are basically two styles of teaching
seminary first is the fun and games and not much work
approach second is the more serious work hard approach
A comparison between these two styles and their effective-ness would be another recommendation for future study
one final recommendation would be to take a closerlook at year in school and its effects on other variablesalthough this variable did not show a significant relation-ship with teacher credibility and teacher effectiveness a
pattern did begin to develop sophomores had the poorest
teacher effectiveness score and the lowest teachercredibility rating they also had the lowest class attituderating when year in school was analyzed with class attitudesee appendixes F G and H A study on the attitudes of
sophomores would be a worthy contribution to the researchon teacher evaluation
summarysummarsumnar
this thesis was designed to determine if a
significant relationship exists between credibility and
effectiveness in seminary teachers
semiI1 nary
to
54
chi square tests produced significant relationshipsbetween teacher credibility and the following student
religiosity teacher influence and class attitude the
tests also produced significant relationships between
teacher effectiveness and these variables sex student
religiosity teacher influence and class attitude these
relationships largely were what one would expect the
chi square test also produced a significant relationshipbetween teacher credibility and teacher effectivenessthus the major expectation of the thesis was supported by
the data more credible seminary teachers are more
effective
a-raa-pa
harchdiarch
bibliography
periodicals
anderson kenneth and theodore clevenger jr A summaryof experimental research in ethos speech monographsXXX june 1963 597859
burgoon
78
judee K the ideal source A reexamination ofsource credibility measurement the central statesspeech journal XXVII fall 1976 200 206
cronen vernon E and william K price affective rela-tionships between the speaker and listener analternative to the approach avoidance modelcommunication monographmonographsmonograp XLIII archmarchniarch 1976 575957
delia59
jesse G A constructivestconstructivistConstruct analysisivest of the conceptof credibility quarterly journal of speech LXIIdecember 1976 365
griffinriffin3 kimkirnkimmkinnkin the contribution of studies of sourcecredibility to a theory of interpersonal trust in thecommunication process psychological bulletin LXVIIIaugust 1967 107
hartmandartman george W measuring teaching efficiency amongcollege instructors archives of psycholopsychology no 15july 1933 8
huberkuber george and A L delbecq guidelines for combiningthe judgments of individual group members in decisionconferences academy of management journal 3 152june 1972
oroskeyiccroskeymccroskeyCroskeyic james C william holdridge and J kevin toomban instrument for measuring the source credibility of
basic speech communication instructors speechteacher XXIII january 1974 263326
mueller
33
dorthy G how to evaluate teaching the journalof teacher education XXII summerSur 1971mierzier 229
pine gerald J and angelo V boy necessary conditionsrorforlorzor evaluating teachers NASSP bulletin LIX december19751 19
55
ch monogra
154
X
1975
tionshipsCl ronen
Mono grap s Ni
Psych olo
sun
mccroskey
loplodiodediaedla
ciecle
accuraccor
encycencyl
psyapsy cholo gy
56
pross edward L practical implications of the aristotel-ian concept of ethos southern speech journal XVII
may 1952 264
whitehead jack L jr factors of source credibilityquarterly journal of speech LIV february 1968596359
books
63
barr A S ed the use and abuse of correlational andregression techniques in the evaluation and predictionof teacher effectiveness by allan abell wisconsinstudies of the measurement and prediction of teachereffectiveness 1961
brighton staynorshaynorSt andaynor gale rose increasing your accuracyin teacher evaluation englewood cliffs prenticehall inc 1965
cooper lane trans rhetoric by aristotle new yorkappleton century crofts inc 1932
delbecq andre L andrew H van de ven and david H
gustafson group techniquesechniquestechniques for program planningglenviewGlen illinoisview scott foresman and company 1975
harris chester W and marieharlebarie R liba comps encyclopediaof educational research new york the macmillancompany 1960
howsam R B new designs for research in teachercompetence burlingame california teachers associa-tion 1960
marsh patrick 0 persuasive speaking new york harperand row 1967
minnick wayne C the art of persuasion 2dad ed bostonhoughton mifflin company 1968
nelson kenneth G john E bicknell and paul A hedlundmeasures of teaching effectiveness albany theuniversity of the state of new york the state educationdepartment 1956
secord paul F and carl W buckman social psychology2dad ed new york mcgraw hill 19
walker helen ni ed the measurement of teaching effi-ciency new york the macmillanacMillanLM company 1935
ch
T
co etenceegence19 0
1974
teach
stemofstempf
churcheducationalsystem thevienie church of jesus christ
of latter day saints
APPENDIX A
march 29 1982
dear brethren
As garys letter indicates I1 am attempting to complete my mastermastersdegree this summer part of my study involves the studencstudentstudents s evaluationof his seminary teacher I1 appreciate your support in helping me gatherthis information be assured that I1 will not be able to nor attemptto link the information to you only gary will know your teacherID number
when giving the test assure the students that you will not seetheir paper be sure they understand that the teacher ID number needsto go on the envelope and the test remind them that the test is tobe sealed inside the envelope and returned to you the test will takefrom 15 to 20 minutes
thanks again for your help if you desire feedback on the findingsof this study let gary know when you return the envelopes to him atthe district faculty meeting in may if you have any questions giveme a call 5053253339505
sincerely
325
z3339
sblake D madsenfarmington seminary
bdmcw
enc
SY
57
f rom
onalonaichurcheducationaleclucatilucatiEcsystem the church of jesus christ
of latter day saints
58
APPENDIX B
march 4 1982
administrative personnelarizonanewArizon mexicoaNew north seminary districtdear brethren
we have an opportunity to gain a number of insights into our teachingthrough the use of a teacher evaluation tool here in our district brotherblake madsen of the farmington seminary is working on a novel approachto teacher evaluation that I1 feel will be of benefit to all of ushe is looking at areas dealing with teacher credibility and student learn-ing blake is using this study to complete his masters degree brotherbeckert brother bradshaw and I1 have reviewed his plan and we feelgood about gathering the data he needs from teachers in this districtwe therefore ask you to assist in the data gathering process
we need the following assistance1 please administer the questionnaire to your students between
april 19 and april 302 please select one of your larger classes to complete the question-
naire3 all data will remain confidential your teacher identification
number will be this is to insure that theclass and teacher scores can be correlated
4 insure that each questionnaire is placed in the envelope providedfor each student
5 return all envelopes and questionnaires to me on may 6 in pagearizona at our district faculty meeting
brethren ours is a great work it is a joy for me to be associatedwith each of you thank you for your help in this matter
i
sincdrelysincerely your brotherr
1
gary J colamcolomancolpmcolamanassociate CES area directorarizonanewArizon mexicoaNewnorth seminary district
gjccw
enc
23223232321 north dustin farmington new mexico 87401 5053257250
7semofS
0
L
an
e 505 32372503253233257-250505325 7250
cl lurch
1
APPENDIX C
STUDENTS evaluation OF HIS SEMINARY TEACHER
instructions1 put your teachers ID number in the space provided
on part I1 this number will be given to you by yourteacher
2 read the instructions for each part of the evaluationcarefully
53 answer all questions quickly and honestly yourteacher will not see your paper and there will be noway for you to be identified by the one who will scoreit
4 when you have completed the evaluation please foldit neatly and place it in the envelope providedseal it and put the teachers ID number on theoutside of the envelope turn the envelope in toyour teacher
thank you for your help your cooperation is appreciated
59
6060
TEACHER ID NUMBER
PART 1I1 2
instructions for each item below circle the one that applies to you
sex male female
grade freshman sophomore junior senior
number of years you have taken seminary include this year 1 2 3
instructions for each statement below circle the letter that bestrepresents the frequency of your involvement in the activity describedA often B occasionally C seldom D never
I1 attend sacramentsacr meetingamentanent
I1 attend sunday school
1I attend mutual and priesthood meeting on sunday
I1 attend family home evening
I1 have personal prayers
I1 study the scriptures
I1 accept the counsel of my parents
1I accept the counsel of my bishop and other church leaders
1I want religion to be a part of my lifeinstructions for each statement below circle the letter that bestscribesdescribesie your attitude about the statementstate Amientrient strongly agree13 mildly agree C mildly disagree D strongly disagree
my seminary teacher has strengthened my desire
to attend my church meetings
to have personal prayer
to live the word of wisdom
to be morally clean
to be married in the temple
to study the scriptures
1I can go to my seminary teacher with a personal problem
I1 enjoy my seminary class
I1 enjoy my seminary teacher
es
at
A
A
A
A
A
A
A
A
A
atteee
A
A
A
A
A
A
A
A
A
yc
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
u
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
4
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
for scoringpurposes only
7
tat5
TT
T
T
14
T16
at7tto18
19
20
21
22
23
WsrFT
rTT
instructions
in
ipurposes
3
4
5
i
6
7
9
10
12
13
15
17
257247
1L
PART 11II YOUYOURtour SEMINARY TEACHERTEACM
instructions the following are a series of attituattitudeasked to evaluate your seminary teacher in terms ofeach scale for example if you think your seminaryseminartall you mightnighteight mark the following scale as below
tall YX
of course if you consider your seminary teacher towould mark your X nearer the short adjectiveon each scale should be considered average markfeel both adjectives apply equally to your seminary
selfish
unsociable
calm
unreliable
withdrawn
hateful
kind
cheerful
tense
warm
unqualified
confident
sense of humor
shows concern
skillfullazy
worldly
de scales you arethe adjectives on
y teacher is very
shortbe shorter you
the middle spacethis space if youteacher
unselfish
sociable
nervous
reliable
outgoing
loving
cruel
gloomy
relaxed
cold
qualified
lacks confidence
boring
lacks concern
good natured
unskillful
energetic
spiritual
for scoringpurposes only
25
27
29
30
32
33
T
W
39
41
XI
baring
31
35
37-
37
37
40
short tempered
375-
7
PART III111 THE IDEAL SEMINARY TEACHER
instructions the following are a series of attitude scales you areasked to evaluate what you feel is an ideal seminary teacher in termsof the adjectives below for example if you think the ideal seminaryteacher should be very tall you might mark the following scale as below
tall X shortof course if you feel the ideal seminary teacher should be shorter youwould mark your X nearer the short adjective the middle space oneach scale should be considered average mark this space if you feelboth adjectives apply equally to the ideal seminary teacher
selfish
unsociable
calm
unreliable
withdrawn
hateful
kind
cheerful
tense
warm
unqualified
confident
sense of humor
shows concern
short tempered
skillfullazy
worldly
unselfish
sociable
nervous
reliable
outgoing
loving
cruel
gloomy
relaxed
cold
qualified
lacks confidence
boring
lacks concern
good natured
unskillful
energetic
spiritualsuinsoin
for
tualtuai
scoring
62
XII
purposes only
72
73
79
50
51
52
53
57
55
75757
757-
59
xiv
63
PART IV YOUR SEMINARY CLASS
instructions the following are a series of attitude scales you areasked to evaluate your present seminary class for each item forexample if you feel that your seminary class is somewhat honest youmight mark the following scale as below
honest X dishonestof course if you feel that your seminary class is more honest youwould mark your X nearer the honest adjective the middle spaceon each scale should be considered average mark this space if youfeel both adjectives apply equally to your seminary class
for scoringpurposes only
teachable
fun
unspiritual
participates
uncooperative
noisy
has few testsmean
ingores teacher
prepared
unteachable
boring
spiritual
lacks participation
cooperative
reverent
has many tests
friendly
listensunprepared
T
oo00
r
11x11
60
6 1
63
65
66
67
68
7-
9
64
PART V THE IDEAL SEMINARY CLASS
instructions the following are a series of attitude scales you areasked to evaluate what you feel is the ideal seminary class for eachitem for example if you feel that the ideal seminary class shouldbe totally honest you might mark the following scale as below
honest X dishonestof course if you feel that the ideal seminary class should be lessthan totally honest you would mark your X nearer the dishonestadjective the middle space on each scale should be considered averagemakmark this space if you feel both adjectives apply equally to the idealseminary class
forzorron scoringpurposes only
teachable
fun
unspiritual
participates
uncooperative
noisy
has few testsmean
ingores teacher
prepared
unteachable
boring
spiritual
lacks participation
cooperative
reverent
has many tests
friendly
listens
unprepared
70
Wat7tat7t
TW
T
IIXII
71
72
73
75
77-
77
79
urposesurposes
dacd&c
65
PART VI
instructions listed below are twenty four scriptures which you wereasked to learn this year within each group match the key conceptwith the correct scripture each blank will have only one letter init there will be one letter in each group that will not be used
group 1 A dacd&c 1371 endure to the end to have eternal life B dacd&c 147
2 christs suffering for us caused him to C dacd&c 1916191916bleed
19from every pore
3 the lord forgets our sins if we confess D dacd&c 2037them and forsake them
4 the requirementsrequirerentsrequire formentsrents baptism E dacd&c 5826295826
5
29
A slothful servant must be commanded F dacd&c 842435842438425842in
43all things
group 2 A dacd&c 599135991
13
we must give an account of our B dacd&c 723stewardship
2 sabbath day responsibilities C dac 7622247622
3
24
the lord is bound by our obedience D dacd&c 76111
4 where much is given much is required E dacd&c 823
5 we are judged according to our works F dacd&c 8210
group 3 A dacd&c 8433398433
1
39
teach each other diligently in all B dacd&c 8878818878things
81and warn our neighbors
2 truth is knowledge of past present C dacd&c 9324and future
3 we are a light to all nations and the D dacd&c 115561155stakes
6of zion are to be a place of refuge
4 the oath and covenant of the priesthood E dacd&c 1194
5 tithing is one tenth of our interest F dacd&c 121344112134annually
41
group 4 A dacd&c 12815
1 joseph smith story of the first B dacd&c 130181913018vision
19
2 john the baptist confers the aaronic c- d 130222313022priesthood
23on joseph smith
3 we take our knowledge with us when we D abraham 32223322die
23
4 civil marriage is not in force after S H 169death
5 the godhead F JS H 152015
for
20
scoringscaringpurposes only
ibeiteibb
sr
6 D
f
80
7234
is
is
30
40 eo JSHJS
50 fo JSH73
4
the
introducintroduce tory no te
66
APPENDIX D del becbee processwith force field analysis
introductory note the author of this explanation of the
del becbee process with force field analysis is unknown
refer to the bibliography under andre L delbecq for the
original source
introductionthe del becbeeeee decision making process is designed
to insure each participant opportunity for personal inputsome have referred to it as organized brainstorming A
description of the process will likely serve as an explana-
tion as well theoretically this process could involve
any number of participants it is usually suggested thatthe group size be limited to 102010 individuals20 10
preferrably if the group should be larger than this it isquite effective to simply divide into two groups and go
through the process simultaneously in separate locations
setting the process in motion
usually the group will be sitting in a circle or insome order one individual serves as scribe and notes each
and every suggestion made by the members of the group the
process begins with a question or request for suggestions
and input one individual will begin and then opportunity
will be given to each other participant in order going
around the circle as many times as needed until each
Introduc
6
individual has exhausted his personal contributions with
this process each participant has the chance to input allof his suggestions
at this point there should be a written list of
the items to be reviewed the next step is one of prioritization this is quite easily accomplished by asking
each individual in the group to rank the 5 most important
items to him with a ranking of 1 through 5 with i11
being the most important and 2 the next most important
while the individuals are ranking the items the scribe
will write out the items on a chart or chalk board see
sample once the chart is completed a roll call can be
made and the individual rankings of the items noted with a
tally mark on the appropriate space As can be seen on the
sample sheet the rankings are weighted with the 1
rankings having a 5xax weight the 2s a 4xax weight etcnow the tally totals can be multiplied by the appropriate
weightings and a total item score derived it is now
extremely easy to set up the priorities according to theirpoint totals
force field analysisA force field analysis is a process of getting
something done that needs to be done it should occur
after a priority has been established this analysis
consists of three steps this process would need to be
done on each individual item
67
1
tiza tion
111
as
I1 TE iw
68
stedstep one determine what the end product or goal
is to the item describescribe it specificallyand objectively include whenever
possible a desired date of completionyou are describing where you want to go
step two the next step is vital and in it you will
list the barriers you perceive between
you and the goal outlined in step one
be sure to list all the barriers and then
prioritize them so that they can be
worked on one at a time
step three isolate one of the barriers and go to
work deciding on the means to overcome
that barrier again this list should
include as many specific how tos as
can be thought of
step four the final step should be obvious go to
work and do it it stands to reason
that if we can do those things to overcome
the identified barriers we can then
reach our goal
this process will then be repeated as many times as
needed until all is accomplished that is desiredITEM GOAL BARRIERS MEANS
stede
69
topic
APPENDIX D continued
DEL BEC PROCESS
dategroup leader
ITEMS
1
&
rankWEIGHT
i1x5xa
2x4xa
3- 4xax3 xax2
5XI
TOTALx3ix2
66gg
66gg
69gg
66gg
66gg
66gg
64gw
gigl64gw
60go 6060
8584
83
85
85
797888
8980
86
7482
8384
average 676.7 83 6.363 82
the possible range was from zero to seven
64gw
64gw
64gw
61giglgi
63gj
64gw
o
APPENDIX E A comparison between idealand present seminary teacher credibility
unselfishsociablecalmreliableoutgoinglovingkindcheerfulrelaxedwarm
qualifiedconfidentsense of humorshows concerngood naturedskillfulenergeticspiritual
ideal teacher
mean
6.6666.8686.6666.969676.76.8686.8686.8686.666676.76.8686.8686.8686.6666.666676.7676.76.464
abovemean
0
7986
7891
81
8587
88
77838986
88
85
7982
81
70
present teacher
mean
6.1616.4646.0606.4646.3636.2626.4646.4646.1616.1616.5656.5656.262636.35.9596.2626.3636.464
abovemean
7987
70
1
68
67
68
68
68
67
68
68
68
67
67
63
62
65
65
62
59
62
63
67 63
nediummedium
71
APPENDIX F teacher credibility percentages
teacher credibilityhigh medium low
male M 32 38
exsex
female 37 32 3
teacher credibilityhigh hedi urmurnumm low
freshman
rearyearfearin sophomore
school
junior
38 30 32
28 25 W
26 no40n M34o
senior 39 31 30
teacher credibilityhigh medium low
high
studentreli mediumglositygiositygulosity
low
wio410wis 49 10
36 31 33
25 17 5658
30
31
4
41
72
APPENDIX F continued
teacher credibilityhigh medium low
high w 32 12
teacherinfluence medium 26 1 33
low 16 20 6
teacher credibilityhigh medium low
high 51 26 23
classattitude medium 29 M 37
low 18 38 W44
teacher credibilityhigh medium low
teachereffect-iveness
high
low
37 35 28
30 28 242
56
41
64
210
F 34
F 1
73
APPENDIX G teacher effectiveness percentages
teacher effectivenesshigh low
male
female
freshman
sophomore
junior
senior
high
medium
low
46
60
teacher effectivenesshigh low
50
50
540
teacher effectivenesshigh low
57
6060
w40
5
giosity
Q
50
57
50
w
3
w58
sex54
1 40
year4in
school
54 46
43
studentrelireil
42
5359 11
4
74
APPENDIX G continued
teacher effectivenesshigh low
high wo wteacherinfluence medium 50 50
low 41
69 311 1
1
75
PPENDIXAPPENDIX H class attitude percentages
class attitudehigh medium low
yearinschool
freshman
sophomore
junior
senior
5
28
2329
34
2329
aq3q38
38W
38
o0
38o380
15
33
33
class attitudehigh medium low
high M 39 11
teacherinfluence medium 35 37 28
low 19 39 2
A
45 40
50
42
IS THERE A significant relationship BETWEEN
TEACHER credibility AND
TEACHER effectiveness
blake D madsen
department of communications
MA degree december 1982
ABSTRACT
this thesis was designed to determine if a signifi-cant relationship exists between credibility andeffectiveness in seminary teachers
teacher credibility was determined by an adaptationof CroskeysmccroskeysMc semantic differential scales used formeasuring teacher credibility teacher effectiveness wasdetermined by a matching scripture test
chi square tests produced significant relationshipsbetween teacher credibility and the following studentreligiosity teacher influence and class attitude thetests also produced significant relationships betweenteacher effectiveness and these variables sex studentreligiosity teacher influence and class attitude theserelationships largely were what one would expect thechi square test also produced a significant relationshipbetween teacher credibility and teacher effectivenessthus the major expectation of the thesis was supported bythe data more credible seminary teachers are moreeffective
COMMITTEE APPROVAL wwfgordon C whitingcommittee chairman
TJCL CLC CL
lavar batemandeatmentDeat chairmantmentmentament
Mn1 dallasdalias burnettcommittee member
0aillas
depai
waf
dearment
na