An investigation of the relationship between teachers' art self-concepts and their students' art self-concepts at the intermediate elementary level
Date of Award
CC BY-NC-ND 4.0
Consistency and quality have become the focus of public education in Ontario (The Ontario Curriculum: The Arts, 1998). While the Ontario curriculum has become more specific and rigorous, the government has not mandated that teachers of intermediate-level Art must be specialists. This has resulted in a disparity in staffing for intermediate-level Art, with some students taught by specialists while generalists teach others. This study sought to establish any links between teachers' and students' Art self-concepts as a basis for improvement implications involving competency, consistency, and self-concept issues related to this core problem. Research has shown that competence has a positive correlation with self-concept (King, 1983, p. 12) and that self-concept has a positive correlation with success or achievement (Guay, Marsh, and Boivin, 2003, p. 134). This investigation into teacher/student Art self-concepts has lead to an understanding of specific areas in which support is needed to develop competency in generalist teachers.
Galvan, Lisa Marie, "An investigation of the relationship between teachers' art self-concepts and their students' art self-concepts at the intermediate elementary level" (2007). Electronic Theses and Dissertations. 4625.