Principal's perceptions of the intuitive teacher
Mayne, Lise Guyanne
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000
Administrators often refer to "intuitiveness" in teacher evaluations. What is meant by intuitiveness? What is an "intuitive" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word "intuitive" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, "intuitiveness" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style.
vii, 137 leaves ; 29 cm.
Intuition , Teacher-principal relationships , Teachers -- Alberta -- Evaluation , Dissertations, Academic