Date of Award

Spring 2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Urban Services - Urban Education

Committee Director

Stephen W. Tonelson

Committee Member

Dwight Allen

Committee Member

Jack E. Robinson

Committee Member

Donald A, Myers

Abstract

Situating teacher self-disclosure within a curriculum and instruction context, this research explored preservice and K-12 inservice teachers' perceptions of appropriateness of teacher self-disclosure and its teaching effectiveness as a component of the informal curriculum as well as an instructional tool. The following research questions were explored: (1) Is there any difference among preservice teachers and K-12 inservice teachers in their perceptions of appropriateness of teacher self-disclosure? (2) Is there any difference between preservice teachers and K-12 inservice teachers in their perceptions of appropriateness of teacher self-disclosure? (3) Is there any difference among K-12 inservice teachers in their application of teacher self-disclosure? (4) Is there any difference among preservice teachers and K-12 inservice teachers in their perceptions of effects of teacher self-disclosure on teaching effectiveness? (5) Is there any difference between preservice teachers and K-12 inservice teachers in their perceptions of effects of teacher self-disclosure on teaching effectiveness?

Data from 180 preservice and 135 K-12 inservice teachers were analyzed. Descriptive and inferential analyses were used to examine the dimensions and items in each survey. One-way MANOVAs were conducted to investigate the differences across different levels of K-12 inservice teachers' gender, ethnic group, grade level of teaching (elementary, junior, and high school), type of teaching (general and special education), years of teaching, and award status in the perceptions and application of teacher self-disclosure. Results of this study indicated: (a) differences in K-12 inservice teachers' perceptions of appropriateness of teacher self-disclosure topics across grade levels of teaching; (b) differences in K-12 inservice teachers' consideration of students while using teacher self-disclosure across gender and years of teaching, and differences in K-12 inservice teachers' using inappropriate topics and inappropriate purposes across grade levels of teaching; (c) no difference in inservice teachers' perceptions of appropriateness of teacher self-disclosure across gender, ethnic group, type of education, years of teaching, and award status; (d) no difference in inservice teachers' or preservice teachers' perceptions of teaching effectiveness across selected demographic variables.

Independent-samples t tests were conducted to examine the differences between preservice and K-12 inservice teachers in their perceptions of appropriateness of teacher self-disclosure and its teaching effectiveness. Significant differences were identified in perceptions of inappropriate topics, inappropriate purposes of teacher self-disclosure and consideration of students. No significant differences were identified in perceptions of appropriate topics and purposes of teacher self-disclosure. Significant differences were identified in two groups of perceptions of effects of teacher self-disclosure on students' learning effects and classroom participation and classroom behavior, and descriptive analyses were provided to reveal the differences in each item. No significant difference was identified in the two groups' perceptions of effects of teacher self-disclosure on teacher-student relationships and classroom communication environment.

Explanations and implications of the results were discussed based on perspectives of practice and theories of teaching and learning and those of educational policies. Suggestions to improve teacher education programs as well as the limitations of the study also were provided. It is recommended that future studies of teacher self-disclosure reexamine and discuss teacher self-disclosure as a component of informal curriculum.

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DOI

10.25777/1w36-pq04

ISBN

9780549122517

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