COMMUNICATION CONCERNS OF PRESERVICE AND INSERVICE ELEMENTARY SCHOOL TEACHERS

Authors


Ann Q. Staton-Spicer (Ph.D., University of Texas at Austin, 1977) is assistant professor of speech communication at University of Washington, Seattle, Washington 98195. Ronald E. Bassett (Ph.D., Florida State University, 1973) is associate professor of speech communication at University of Texas at Austin, Austin, Texas 78712. This study accepted for publication July 4, 1978.

Abstract

The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three-phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice teachers expressed more impact than self or task concerns, and (4) prospective teachers expressed more self concerns than student or inservice teachers, student teachers expressed more task concerns than prospective or inservice teachers, and inservice teachers expressed more impact concerns than prospective or student teachers.

Ancillary