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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