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Family and Consumer Sciences Research Journal
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Self-Actualization of Teachers and Teacher-Student Rapport

Karen W. Zimmerman

Human Development, Family Living, and Community Educational Services, 125 Home Economics Bldg., University of Wisconsin-Stout, Menomonie 54751

M. Marguerite Scruggs

Division of Home Economics, Oklahoma State University, Stillwater 74074

The purposes of this study were to determine possible relationships between selected background characteristics and degree of self-actualization of home economics teachers of central Iowa, to refine a teacher-student rapport instrument, and to test for differences in teacher-student rapport between two groups of teachers differing in self-actualization. Data on background characteristics and self- actualization (inner-directed scale of Shostrom's Personal Orientation Inventory) were gathered by mail from 126 teachers. No relationships existed between degree of self-actualization and the background characteristics.

Two groups of the teachers, 10 who scored high and 10 who scored low on the POI, were selected for remaining phases of the study. Their ninth grade students responded to the Student Estimate of Teacher Concern (SETC), a measure of teacher-student rapport. A 39-item form of the SETC was developed from an 89-item version with no loss in reliability. No significant difference in teacher- student rapport was found between the two groups of teachers.

Family and Consumer Sciences Research Journal, Vol. 7, No. 2, 128-134 (1978)
DOI: 10.1177/1077727X7800700208
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