Some Effects of Training on the Competence of Beginning Teachers

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Abstract
This study investigated the relationship between training and 12 dimensions of teacher competence. Measures of these competencies were obtained from actual classroom observation utilizing a low-inference instrument. The sample of subjects was composed of 230 beginning teachers who were employed in 108 of Virginia’s 139 school divisions and taught in grades 7-12. Teachers were observed three separate times by three different trained observers in the fall of 1985. The teachers who had had teacher training scored significantly higher on two competencies, affective climate and individual differences; teachers who had had no teacher training scored significantly higher on two other competencies, accountability and questioning skill. There were no significant differences between the two groups on the other eight competencies.

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