Doctor of Education (Ed.D.)
This study explored the relationship between student-teacher compatibility and perceived student discipline scores. The six measures of compatibility included in FIRO-B were tested to determine their relationship to perceived student discipline.;The study was conducted with a total sample of 12 sixth, seventh, and eighth-grade teachers and 550 students. Both groups completed Schutz's Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), questionnaire. The six composite measures of compatibility were determined from the FIRO-B.;In addition the 12 teachers completed Brown and Hammill's Behavior Rating Profile. This instrument measured perceived student discipline. The relationship between compatibility scores and perceived student discipline scores was determined by using the statistical technique of Pearson Product-Moment Correlation and analysis of covariance.;As a result, it was determined that teachers with a high need to control and students with a high need to be controlled worked well together and the students exhibited good behavior. The analysis also demonstrated that good behavior resulted where teachers with a higher need for inclusion are matched with students who desired the same need.;The study also revealed that there was a significant correlation between the perceived student discipline scores and compatibility in the inclusion area and between the perceived student discipline scores and compatibility in the control area. Three teacher variables were significantly related to perceived student discipline scores--grade taught, subject taught, and highest degree attained. The results of covariance indicated that five compatibility indexes were significantly related--positively or negatively--to perceived student discipline scores with sixth-grade students.
© The Author
O'Toole, Terrence J. -1946, "The relationship of student-teacher compatibility to perceived student discipline" (1982). Dissertations, Theses, and Masters Projects. Paper 1539618857.