Factors Associated with Self-Concept Change in Student Teachers

Abstract

This study was designed to determine the direction and magnitude of changes in self-perception by student teachers during a 1-semester experience in public school classrooms, and the relationships which exist between selected factors and a self-concept-change criterion. Ninety-four student teachers were administered the Fiedler Interpersonal Perception Scale at the beginning and at the completion of student teaching. Student teachers were found to generally improve their perceptions of self during student teaching, and five factors intrinsic to the student teaching experience were found to be simply or uniquely related to the self-concept-change criterion.