Professionally and personally inviting teacher practices as related to affective course outcomes reported by dental hygiene students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lundee Williams Amos (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
William W. Purkey

Abstract: This study investigated (I) the relationship between teacher practices and student affective outcomes (i.e., level of satisfaction) within the context of Invitational Teaching, which is a perceptually based self-concept approach to the teaching-learning process; (2) the relationship between professionally inviting teacher practices, which encourage students to learn and appreciate course content, and Personally inviting teacher practices, which encourage students to feel good about themselves and their abilities in general; and (3) the differences in Professionally and Personally inviting practices in their relationships to student affective outcomes. Data were collected by surveying 1045 students of 74 dental hygiene teachers in 22 schools in the southeastern United States. The Invitational Teaching Survey (ITS) (Amos, Purkey, & Tobias, 1984) identified and measured professionally and personally inviting teacher practices. Subscores under professionally inviting practices include coordination, proficiency, and expectation and under personally inviting practices include consideration and commitment. The Student Affective Outcome Measures (SAOM) instrument was developed and validated to assess students' level of satisfaction with the course, the subject matter, the instructor, and the self-as-learner.

Additional Information

Language: English
Date: 1985
Teacher-student relationships
Dental hygiene $x Study and teaching

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