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ABSTRACT
A critical concern for any student teacher is how authoritarian to appear in front of the class. In this study, student teachers were asked to evaluate the classroom effectiveness of teachers, based upon statements of teaching philosophy. The paragraphs provided were either authoritarian or non authoritarian in perspective. Ratings were obtained on eight separate teaching competency items. The teacher trainees responded to the same teacher statement on two separate occasions: before beginning the student teaching experience and following the student teaching experience. The two results were compared to see if altitudinal changes had occurred during the student teaching semester. Results on the first trial indicated significantly more positive ratings for the non authoritarian teachers on seven of the eight items. The responses on the second trial were similar, with no significant changes in the evaluations having transpired over the course of the semester. The results are examined in light of previous findings. The implications for teacher education programs are discussed.