The effects of teaching experience on levels of alienation

dc.contributor	Wichita State University. Department of Educational Leadership
dc.contributor.author	Calabrese, Raymond L.
dc.contributor.author	Fisher, James E.
dc.date.accessioned	2012-02-10T20:00:58Z
dc.date.available	2012-02-10T20:00:58Z
dc.date.issued	1988-01-03
dc.identifier.citation	Calabrese, Raymond L., and James E. Fisher. 1988. "The Effects of Teaching Experience on Levels of Alienation". The Journal of Psychology. 122 (2): 147-153.	en_US
dc.identifier.issn	0022-3980
dc.identifier.uri	http://hdl.handle.net/10057/4446
dc.identifier.uri	http://dx.doi.org/10.1080/00223980.1988.9712700
dc.description	Click on the DOI link below to access the article (may not be free).	en_US
dc.description.abstract	This study was designed to measure the levels of alienation among American student and full-time teachers, based on the length of their experience with the public school organization. One hundred seventy eight subjects, including 113 full-time teachers and 65 student teachers, were administered the Dean Alienation Scale. Analysis of the data indicated that student teachers had significantly higher levels of alienation, isolation, normlessness, and powerlessness, than did full-time teachers. The less experience the teacher had, the higher were his or her levels of total alienation and powerlessness.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Taylor & Francis	en_US
dc.relation.ispartofseries	The Journal of Psychology;1988:, v.122, no.2
dc.subject	Alienation	en_US
dc.subject	American students	en_US
dc.subject	Teachers	en_US
dc.title	The effects of teaching experience on levels of alienation	en_US
dc.type	Article	en_US
dc.description.version	Peer reviewed
dc.rights.holder	Copyright © 1988 Routledge