The Effects of a Teacher Program in Self-Concept Enhancement on Pupils’ Self-Concept, Anxiety, and Intellectual Achievement Responsibility

Half the teachers of grades 1-6 from eight inner-city schools with predominantly black populations were involved in a 12-week program designed to help participants understand and apply classroom methods of increasing self-rewarding behavior of children. The program consisted of two workshop sessions, classroom interaction observational feedback, and continuing contact with program administrators. Pretests were administered in fifty- nine classes and post tests in 102. Analyses of data were carried out using class means rather than individual test scores. In general, results suggested that the program was responsible for moderate changes in the directions expected. Confounding of results due to teacher enthusiasm may have moderated observed differences in posttest means.