Agricultural Leadership, Education & Communication Department
Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department
A Study to Test the Teacher Perceivers Interview as an Instrument That Would Select Vocational Agriculture Instructors That Develop Positive Rapport with Their Students
Date of this Version
The purpose of this study was to test the Teacher Perceiver Interview as an instrument that would select vocational agriculture instructors that develop positive rapport with their students. A review of literature that led to this study stemmed from three areas. These were the use of the interview in hiring prospective teachers, the teacher-pupil rapport concept, and combining these two processes into an interview instrument intended to measure the teacher-pupil rapport an applicant could be expected to develop. A random sample of forty-five vocational agriculture instructors was selected out of a total of 138 teachers in the state of Nebraska. Data from forty-two teachers, their vocational agriculture students (1882), and one administrator from each school were reported in this study. Each teacher was interviewed with the Teacher Perceiver Interview, which was developed by Selection Research Inc. Lincoln, Nebraska. The teachers were evaluated by their students and administrators utilizing the Teacher Perceiver Student Questionnaire and Teacher Advocate Administrator Questionnaire, respectively. A Pearson product-moment coefficient of correlation was conducted between the teachers' Teacher Perceiver Interview score, the student scores, and the administrator evaluation score. An analysis of variance was calculated between· the vocational agriculture instructors and the secondary male instructors included the normative sample compiled by Selection Research, Inc.
A DISSERTATION Presented to the Faculty of The Graduate College in the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Department of Adult and Continuing Education Under the Supervision of Professor Roy D. Dillon