Date of Award:


Document Type:


Degree Name:

Master of Science (MS)



Committee Chair(s)

Michael Bertoch


Michael Bertoch


E. Wayne Wright


Terrance E. Hatch


Ron Thorkildsen


This study was designed to: (1) determine whether the test scores on the CPI and Teacher Inventory serve as predictors of "liked" and "non-liked" teachers, and (2) determine whether various student groups (minority, Anglo, disadvantaged and non-disadvantaged) rate "liked" and "non-liked" teachers differently on each of the three variables of the Teacher Inventory.

Ninety-two sophomore students, representing race and economic factors rated the 37 teachers of required sophomore subject matter classes on a Like-Dislike Scale and the Teacher Inventory. Two lists were thus generated: (1) teachers to whom various students rated as "liked" teachers, and (2) teachers to whom various students rated as "non-liked." Both groups of teachers were administered the CPI.

The data were analyzed by stepwise multiple regression equation and analysis of variance.

From this study of sophomore high school teachers rated as "liked" and "non-liked" by the students, the following may be concluded:

  1. The Teacher Inventory and CPI test scores are good predictors of teachers rated "liked" or "non-liked" by various student groups. The prediction value was greater than .91.

  2. Liked teachers as compared with the non-liked teachers tend to be perceived by the students as (1) grading more fairly, (2) making class more interesting with a variety of materials and activities, (3) having better class control, (4) being able to answer more of the questions students ask, (5) planning more carefully and utilizing time better, (6) showing more of an interest in the students, (7) adjusting better to different situations that arise in class, (8) friendlier and more cheerful, (9) giving more consideration to the opinions and ideas of the students, (10) more inclined to admit when he is wrong, and (11) appearing to enjoy teaching more.

  3. Liked teachers as compared with the non-liked teachers tend to have these personality characteristics: (1) more methodical, mannerly and cautious, (2) more poised and self-confident, (3) have a better sense of personal worth, (4) more ambitious and resourceful, (5) more inclined to worry and complain, (6) more outgoing, active and impatient, and (7) younger in age (under 35).

  4. Liked teachers tend to relate well with the minority, Anglo, disadvantaged and non-disadvantaged students. There is a significant difference in the minority students' rating of liked teachers. They rate the teachers higher in comparison with other student groups.

  5. Non-liked teachers are significantly (.05) less effective in their teaching relationships with the minority students. On all variables of the Teacher Inventory, non-liked teachers are rated lower than liked teachers.



Included in

Psychology Commons