Persistent Link:
http://hdl.handle.net/10150/185448
Title:
THE RELATIONSHIP OF LOCUS OF CONTROL WITH TEACHER STRESS.
Author:
SOLOMON, LAWRENCE ALLAN.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was designed to examine the relationship of Locus of Control with Teacher Stress. Research and null hypotheses were formulated and additional information was collected through the use of a subjective survey. The subjects of this study were 100 secondary school teachers who were attending summer school at The University of Arizona in 1981, in the College of Education. The I-E Locus of Control Scale and the Teacher Stress Events Inventory were administered to collect data. Four subgroups were developed from interactions of the two variables. Null hypotheses were created to examine the relationship of high and low Locus of Control with high and low Teacher Stress. A scattergram and Pierson Product Moment Correlation were used to examine each subgroup and their respective null hypotheses for statistical significance and linear directionality. No subgroups yielded statistical significance and all null hypotheses were retained. An analysis of additional information was obtained by cross-tabulations of selected items of demographic data. The analysis, by clusters, revealed that most subjects: (1) Were $25,000 from more than one income and considered themselves under little stress.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Teachers -- Psychology.; Control (Psychology); Teachers -- Job stress.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Educational Administration; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Newlon, Betty

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE RELATIONSHIP OF LOCUS OF CONTROL WITH TEACHER STRESS.en_US
dc.creatorSOLOMON, LAWRENCE ALLAN.en_US
dc.contributor.authorSOLOMON, LAWRENCE ALLAN.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was designed to examine the relationship of Locus of Control with Teacher Stress. Research and null hypotheses were formulated and additional information was collected through the use of a subjective survey. The subjects of this study were 100 secondary school teachers who were attending summer school at The University of Arizona in 1981, in the College of Education. The I-E Locus of Control Scale and the Teacher Stress Events Inventory were administered to collect data. Four subgroups were developed from interactions of the two variables. Null hypotheses were created to examine the relationship of high and low Locus of Control with high and low Teacher Stress. A scattergram and Pierson Product Moment Correlation were used to examine each subgroup and their respective null hypotheses for statistical significance and linear directionality. No subgroups yielded statistical significance and all null hypotheses were retained. An analysis of additional information was obtained by cross-tabulations of selected items of demographic data. The analysis, by clusters, revealed that most subjects: (1) Were $25,000 from more than one income and considered themselves under little stress.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTeachers -- Psychology.en_US
dc.subjectControl (Psychology)en_US
dc.subjectTeachers -- Job stress.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairNewlon, Bettyen_US
dc.identifier.proquest8309039en_US
dc.identifier.oclc688292015en_US
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