Date Awarded
1991
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
James H. Stronge
Abstract
This research sought to answer the question: Does the relationship between supervisors' feedback styles and supervisees' levels of intrinsic motivation and the subscales of intrinsic motivation, found in other settings, exist in student teaching? The sample consisted of 252 student teachers from Old Dominion University and their cooperating teachers. This group included all of the spring, 1991, semester student teachers who chose to participate (30 chose not to) and represented a wide variety of cultural and economic backgrounds.;A correlational methodology was used, employing Pearson's r values for the relationships between cooperating teachers' feedback styles as measured on the Cooperating Teacher Questionnaire and total intrinsic motivation and each of four subscales (Interest-Enjoyment, Effort-Involvement, Pressure-Tension, and Competence) of the Intrinsic Motivation Inventory. Significant changes were recorded in intrinsic motivation and each subscale of the inventory from pretest to posttest in the seven week student teaching placement; however, only Effort-Involvement was found to correlate at a significant level (p {dollar}<{dollar}.05) with feedback style. The study provided data on the entry motivation and changes in the motivation of student teachers, and piloted the Cooperating Teacher Questionnaire for measuring cooperating teachers' feedback styles.
DOI
https://dx.doi.org/doi:10.25774/w4-qfkk-3h97
Rights
© The Author
Recommended Citation
Weber, Richard Newton, "The relationship between cooperating teachers' feedback styles and the intrinsic motivation of student teachers" (1991). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618830.
https://dx.doi.org/doi:10.25774/w4-qfkk-3h97
