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Teachers' Point of Views on Affective Domain Applications in the Secondary Elemantary Schools
(2003) Biçak, Bayram
Teachers’ affective domain applications in the junior high schools were explored in this study. 131 junior high school teachers participated in the study. They were selected randomly from 465 schools in central Ankara. Teachers answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to years of teaching experience, amount of pedagogical units taken during the teacher training, and familiarity levels of affective domain taxonomies. Group differences were evaluated by performing t tests and analyses of variance (ANOVA). Results showed that there was a significant difference between the teachers who took different levels of pedagogical units. On the other hand, more experienced teachers in years of teaching did not show significant difference then the less experienced teachers. Moreover, being familiar with affective domain taxonomies did not show statistically significant difference. The implications of the findings are discussed.