Pre‐service teachers' beliefs and other predictors of pupil control ideologies

Abstract

Purpose

This study aims to examine a variety of demographic, experiential, and philosophical orientation variables that may be predictive of pupil control ideologies (PCI) for teacher candidates at the beginning of a pre‐service program. In particular, it sets out to provide empirically grounded generalizations regarding the relationship between philosophical orientations and PCI. Philosophical orientation variables identified candidates' beliefs about key educational concepts.

Design/methodology/approach

Quantitative methodology was used in this study. Data from approximately 720 pre‐service participants in a pre‐service teacher education program were analysed via a series of correlational and multiple regression analyses.

Findings

These data supported the conclusion that while demographic and experiential variables were predictive of PCI at the beginning of the teacher preparation program, the most predictive variables were contained within the philosophical orientations variable cluster.

Research limitations/implications

These findings provide empirical evidence of a link between what beginning teachers believe about education and their approach at the beginning of their teacher education program to pupil control in the classroom.

Originality/value

These findings identify circumstances that may assist in attracting males into elementary teaching at a time when major teacher organizations are highlighting this perceived weakness in the teacher recruitment process. Additionally, the study recommends inclusion in teacher preparation programs of curriculum units pertaining to pre‐service teachers' beliefs about education, and provides suggestions for the content of such units.

Citation

Rideout, G.W. and Morton, L.L. (2007), "Pre‐service teachers' beliefs and other predictors of pupil control ideologies", Journal of Educational Administration, Vol. 45 No. 5, pp. 587-604. https://doi.org/10.1108/09578230710778213