Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award

May 1980


The purpose of this study was to compare the priority ratings given to evaluative criteria of four groups within the education profession--superintendents, secondary supervisors, secondary principals, and secondary teachers. The research sought to determine whether or not factors of agreement existed among the four groups of people regarding their attitudes toward important teacher characteristics. A total of fifty-two subjects from four occupational roles was used: thirteen superintendents, thirteen supervisors, thirteen principals, and thirteen teachers. The subjects were administered the Teacher Characteristics Q Sort, a ninety-item sort of adjectives. The results were factor analyzed, and four significant factors emerged. Factor A was the major factor of agreement and received significant loadings from subjects in each of the four occupational roles. This factor was characterized by such attributes as understanding, friendly, responsive, stimulating and enthusiastic. The factor corresponded significantly to Kerlinger's description of the "progressive" notion of a good teacher. The four occupational roles were also represented in Factor B. Respondents who loaded on this factor indicated concern for administrative interests. Factor B emphasized such attributes as dependability, punctuality, efficiency and cooperation. Factor C was a mixed factor combining interpersonal relations attributes with administrative concerns. Each occupational role was represented on this factor. The respondents who loaded on Factor D also indicated a mixed factor pattern. Interpersonal relations were again combined with administrative interests, although the majority of items expressed concern for interpersonal relations. Respondents who loaded on this factor also represented the four occupational roles. The fact that subjects from each occupational role clustered on the same factors suggests that there was significant agreement among the groups concerning important teacher characteristics. The conclusion drawn from the correlational analayses was that occupational role was not a differentiating factor in the determination of important teacher characteristics.

Document Type

Dissertation - unrestricted