Intelligence Tests in the Primary Grades

Abstract

This research tested a paradigm of teachers’ psychological investment that hypothesized levels of interaction between teachers’ affective reactions to student success and failure and their psychological conditions (burned out, worn out, or healthy). Data collected from 740 elementary and secondary teachers during 1988-89 showed that affects of anger, guilt, pride, and disappointment both varied with and could be predicted from knowledge of teachers’ psychological condition. Of greatest concern are the worn-out teachers, who were three times more prevalent (18%) in the teacher population than were burned-out teachers. Worn-out teachers demonstrated the lowest levels of anger, guilt, pride, and disappointment in reaction to student success and failure.