Progressivism and Traditionalism in Teachers' Attitudes towards Education

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Abstract
This paper analyses the pattern of responses of a representative sample of 841 Western Australian secondary school teachers to the Kerlinger Education Scale VII. The analysis shows clearly the two dimensional factor structure commonly postulated, with one factor bringing together the “progressive” educational referents, and the other bringing together the “traditional” educational referents. Interesting bivariate relationships, some of which may challenge conventional stereotypes, occur between scores on these orthogonal factors, and background variables of the teachers and situational variables of the schools. Not surprisingly, however, only a small proportion of the variation between teachers in progressivism and traditionalism can be accounted for by such variables.

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