Professional Documents
Culture Documents
Author(s)
Citation
Issued Date
URL
Rights
1992
http://hdl.handle.net/10722/65266
by
Wong Ho Wai Hing, Nancy
August 1992
Dissertation presented in part fulfilment of the
requirements of the degree of Master of Education,
University of Hong Kong
DECLARATION
ABSTRACT
TABLE OF CONTENTS
ABSTRACT
CHAPTER
PAGE
I.
INTRODUCTION
II.
History
Class Structure and Curriculum Development
School Tradition
III. LITERATURE REVIEW
5
7
9
16
V.
DATA ANALYSIS
- Questionnaire Analysis
The Properties of the Questionnaire Items
The Overall Satisfaction of the Students
in the School
The Four Constructs of the Climate of the
School
Differences in Satisfaction among the
Different Forms
The Effect of The Emphasis on English
The Effects of Other Factors
- Findings of The Research Questions
VI.
INTERVIEW ANALYSIS
General Satisfaction
Respect for Student Needs
Discipline
Attitude towards Studies (in general)
Attitude towards Studies (the S5 students)
Attitude Towards the Teachers
School Activities (weekly assembly)
29
29
29
31
33
34
37
37
37
38
42
43
47
55
62
69
69
70
70
72
73
73
74
CONCLUSION
75
76
76
77
BIBLIOGRAPHY
82
APPENDIX
LIST OF TABLES
Table 1
40
Table 2
41
Table 3
42
44
50
Table 6
55
Table 7
57
58
60
Table 4
Table 5
Table 8A
Table 8B
62
CHAPTER I
INTRODUCTION
1.1
school
described.
climate,
Adjectives
are
sometimes
like
open,
easier
close,
felt
engaged
than
or
education
i.e. the
1.2
1.3
It
is
similar
to
the
adult
world
of
job
the
and
causal
student
relationship
outcome, nor
between
can
the
school
it be reliably
established.
1.4
of the
school
in mind, the
following
R2.
R3.
the new (those joining the school for the first year,
mainly at Secondary 4 and Secondary 6) and the old
students (those who have been with the school for more
than a year) - Factor C
R4.
R5.
R6.
R7.
R8.
those who hold leadership posts and those who do not Factor H
R9.
1.5
will
be
useful
for
review
of
existing
questionnaire
and particularly
in conducting the
CHAPTER II
History
2.1
nearby,
running
24
classes
in
bisessions,
2.2
2.3
school
place
in
1991
when
the
sponsoring
body
leadership
in the
secondary
2.4
2.5
placement
when
years
of
free
education
was
made
2.6
allocation
system
under
the
Junior
Secondary
2.7
4-5)
so
that
by
1-3
natural
and 4 classes in
'wastage'
due
to
also expended
to
include
Band
students.
2.9
community
as a big
'they' distinction
School Tradition
2.10
deeply
traditional
qualities
that
are
highly
all-rounded
presentable,
fluent
and
not
just
in English
9
'book-worms', lively,
language, and good at
organizational skills.
2.11
Respect
for
the
individual
is expressed
in
of
choice
is
reflected
in
the
variety
of
different
backgrounds,
and
the
increasingly
visitors to the
school
2.12
likewise
reflected
in
the
sensitive
10
approach
to
the
on
the
part
of
the
missionaries.
Religious
2.13
students.
2.14
To ensure both
of programmes
every
year, and
even an appeal
session.
2.15
leading to
a different
calibre of
2.16
seek to
impose
its will
on the
choice of
2.17
In
opportunity
the
to
school,
develop
students
their
are
special
given
every
talents, be
it
Schools
Festival
and the
design
and production
of the
2.18
2.19
associated
with
qualities
of
being
lady-like,
15
aware of the
CHAPTER III
LITERATURE REVIEW
3-1
history.
It was originally
organizational theory
to clarify the
abstract
concepts of school
16
3.2
development
(HRD),
how
to
motivate
the
3.3
other
was
Peters
and
17
Waterman's
In
Search
Z,
of
Excellence.
styles emphasize
productivity
employees.
and
Expressing
enhance
similar
self-esteem
concern,
among
Peters
and
were
riveted
by
the
implications
of
3.4
amorphous
and
unconscious
forces that
shape
that
the
term
existence
irrespective
of
'climate' has
the
an
perceptions
18
objective
of
those
question
this
assumption. Greenfield
(1986:154)
(1986:142).
Though
there
has
been
little
to
3.5
suggested by Tagiuri
'total
environmental
quality
within
given
school
system
3.6
of
consciousness.
These
have
to
do
with
the
3.7
From
the
above
discussions
on
climate
and
21
impossible
to
understand
the
shared
values
and
perceptions
of participants, mostly
through
questionnaires.
3.8
Schein's
contribution
cleared
the
ground
of
scientific
and
rational,
social,
used
to
increasingly
describe
organizational
supplemented
by
the
climate
was
anthropologic,
and
explain
the
members'
experience
of
institutional life.2
3.9
School climate
is a problematic
concept for
studies
on
school
climate
and
their
related
3.10
organization perceive
as their experience
is the
namely,
production
and
four other
emphasis,
aloofness,
into different
organizational
climates and to
3.11
OCDQ,
"a concept
of
school
climate that
ignores
their
new
school
climate
measurement,
its usefulness
because
of
its
(1990) still
lack
of
3.12
3.13
in
schools,
which
are
based
upon
the
survey
POS
questionnaires
enable perceptions
of
of
the
shortcomings
structure
of American
schools
of
the
and
its
organizational
impact
on the
3.14
In
spite
of
decades
of
development,
the
of the
institution's
Later
research
sensitive
to
in the
the
same tradition
status
of
students
the
school
concerned
of adult life.
3.15
life'
questionnaire
based
on
explicit
theory
affect,
status,
identity,
teachers,
and
opportunity.
3.16
Another
more
up-to-date
document
on
School
3.17
productivity
(achievement)
which
'research
has
3.18
who
are
an
important
member
of
the
school
28
CHAPTER IV
The Instruments
4.1
The Questionnaire
4.2
variable
associated
with
academic
success.
It
is
4.3
relationships
with
authority
figures
and peers"
by
constructs
of
student
reactions:
(1)
4.4
pertaining
to
the
relevant
constructs.
In
of
the
Australian
Council
for
Educational
Foundation,
U.S.
The
latter
instrument,
the
U.S. for
several
provides
diagnostic
tool
for
school
climate
improvement.
4.5
random
sample
of
16
students
from
three
b)
c)
31
The
questionnaire
was
personally
administered
by
the
4.6
constructs
of
Satisfaction,
School
Cohesiveness,
4.7
student body minus those who had already taken part in the
pilot study through the Class Teachers during one of the
weekly Class Teacher Periods in March as if it were one of
32
4.8
the
and Alpha
The Interview
4.9
reason
of ensuring more
4.10
interview
guide
questionnaire
(Patton,
findings
1987:
111)
based
on
the
a matter of
SAT
1.
3.
4.
COM.
1.
2.
TCH
1.
2.
SOC
1.
2.
Procedure
4.11
representation
of
the
form
they
come
from.
could
fit
into
questionnaire
the time
slot of
4.12
The
selection
of
the
students
was
done by
4.13
35
4.14
36
CHAPTER V
DATA ANALYSIS
Questionnaire Analysis
5.1
(SAT)
5.2
except
Correlation,
relatively
few
both
high,
items
sets
which
in the
of
shows
interrelated.
37
Item-to-Total
inter-relationships
that
the
items
Scale
are
are
5.3
classmates
are
keen
on
studying
(2.16);
that
the
39
Table 1
The Basic Properties of the Items
Items
SAT
Ql
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Qll
Q12
COM
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Q20
Q21
Q22
TCH
Q23
Q24
Q25
Q26
Q27
Q2 8
Q29
Q30
SOC
Q31
Q32
Q33
Q34
Q35
Q36
Mean
3td Dev
Items
Table 1
Item-toItem-to-Total
Subscale
Scale
Correlation
Correlation
2.17
2.39
2.09
2.41
1.94
1.96
2.58
2.16
2.27
2.31
2.34
1.72
.59
.60
.55
.72
.49
.66
.74
.57
.84
.66
.72
.70
.4612**
.5060**
.3985**
.4902**
.4622**
.5419**
.4329**
.5113**
.4221**
.5515**
.6192**
.4554**
.3964**
.3873**
.2947**
.4443**
.3791**
.4413**
.4202**
.4348**
.3262**
.4814**
.5779**
.3217**
2.40
2.61
2.78
2.98
2.16
2.28
2.12
2.29
2.96
2.30
.65
.68
.79
.73
.62
.76
.68
.72
.82
.65
.4901**
.5754**
.5712**
.3805**
.5593**
.3371**
.3660**
.3913**
.3784**
.4734**
.4375**
.5227**
.4586**
.1764**
.4729**
.1882**
.2141**
.3232**
.2180**
.3645**
2.15
2.00
2.16
1.88
2.09
2.44
2.47
2.31
.62
.63
.75
.55
.59
.77
.74
.69
.6240**
.7159**
.6284**
.2696**
.5672**
.6465**
.5828**
.6203**
.5131**
.5804**
.5306**
.1511**
.4363**
.5680**
.4798**
.5600**
2.17
2.47
2.33
2.46
2.39
2.44
.74
.78
.73
.77
.80
.75
.6132**
.5349**
.6210**
.5730**
.4687**
.5926**
.4911**
.2877**
.3701**
.4259**
.2623**
.5033**
Note:
Note:
40
Table 2
The Mean of the Questions in Descending Order
Mean
12.
26.
5.
6.
24.
3.
27.
19.
23.
25.
8.
17.
1.
31.
9.
18.
20.
22.
10.
30.
33.
11.
2.
35.
13.
4.
36.
28.
34.
29.
32.
7.
14.
15.
21.
16.
1.72
1.88
1.94
1.96
2.00
2.09
2.09
2.12
2.15
2.16
2.16
2.16
2.17
2.17
2.27
2.28
2.29
2.30
2.31
2.31
2.33
2.34
2.39
2.39
2.40
2.41
2.44
2.44
2.46
2.47
2.47
2.58
2.61
2.78
2.96
2.98
Note: Q3, Q7, Q9, Q12, Q15, Q16, Q17, Q18, Q19, Q21, Q22, Q24, Q27,
Q28, Q34 and Q35, are statements expressing an unfavourable
attitude in the questionnaire. Of these, Q3, Q19, Q24, Q27,
Q28, and Q35 are stated in the negative form. In order to be
consistent with the rest of the statements (where the smaller
the mean, the more favourable is the attitude represented),
conversion was made in the calculation of the mean of the above
statements. The unfavourable attitude in the above items is
indicated in the Table by italic
and ( ).
5.5
Involvement in School
the
scale
of
reliability
is
also
conducted.
The
reliability
coefficients
in
the
subscales.
The
Table 3
Properties of the Constructs and the Composite Scores
Variable
Mean
SAT
(Ql to Q12)
COM
(Q13 to Q21)
TCH
(Q22 to Q30)
SOC
(Q31 to Q36)
COMPOSITE (all Qs)
26.33
22.57
19.81
14.24
83.15
Std Dev
Number
of Cases
3.82
2.89
3.44
2.58
9.90
788
814
803
807
748
Alpha
Reliability
.7017
.5096
.7424
.5746
.8477
5.6
different
satisfaction
with
forms
of
school
students
life.
in
These
their
overall
differences
are
5.7
all the forms. S1, S6 and S7 are different from the rest of
the forms in that they show a higher degree of overall
satisfaction with school life. S3 and S5 are significantly
less satisfied with the
is apparent. S2 is less
43
Table 4
The Me an Scores of The Constructs According to Forms
Section A
Level
Mean
Std Dev
COMPOSITE (83.15)
SI
80.28#*
10.77
S2
83.74
9.92
S3
S4
84.31# 83.60
8.94
8.46
S5
S6
86.50* 81.82
10.59
8.07
S7
80.91
10.56
SAT (26.33)
Level
Mean
Std Dev
SI
25.26#
4.03
F value
Section C
S2
26.40
3.95
S3
26.43
3.38
S4
26.80
3.14
S7
26.53
4.57
S5
S6
23.23# 21.90
3.24
2.55
S7
21.15#
2.61
Level
Mean
Std Dev
SI
22.28
3.11
F value
Section D
S2
22.81
2.71
S3
22.95
2.86
S4
22.36
2.52
Level
Mean
Std Dev
SI
S2
S3
18.97#* 20.29# 20.29*
3.67
3.49
3.08
F value
Section E
Level
Mean
Std Dev
S5
S6
27.26# 26.81
4.05
3.71
S4
19.53
3.52
S5
S6
20.90= 19.17
3.17 3.58
S7
18.58
3.58
SI
S2
13.33#*=+ 14.34#
2.73
2.45
S3
S4
S5
S6
14.45* 14.68= 15.00+ 14.09
2.15
2.72
2.78 2.43
S7
14.35
2.10
5.8
44
succeeded
in the highly
competitive
system of
and
are
called
upon
to
shoulder
heavier
or
other
as
leaders.
When
there
are
such
in
school
and their
sense
of
loyalty
is hence
5.9
on
the
whole.
S5
shows
significantly
lower
S5
expresses
significantly
lower
satisfaction
uncertainty
it
has
created
may
have
shaken
the
5.10
in
school
(SOC, Table
Section
E) , SI
to
the
4 Constructs
reveal
their
greatest
46
5-11
of other subjects. A
school-composed English
5.12
5.13
in
for
more
student
options.
The
pattern
remains
basically the same in S5, except that for this year, class
4C is cancelled because of an unexpected fall in the number
of new students assigned to the school a year ago.
5.14
religious
Otherwise students
education
an even mix of old and new students (who all come from the
same school because of special arrangement this year) in 6A
and 6B. However, there are significantly more new students
in 7A than 7B though it was not intended as such.
5.15
As described earlier
factor
on student
satisfaction.
(Table 5,
49
s c o r e . 1A i s a l s o s i g n i f i c a n t l y d i f f e r e n t from ID and IE in
SOC. The d i v i s i o n of s a t i s f a c t i o n
closely
follows
the
dichotomy
50
among t h e SI
between
the
students
students
of
strong
English
ability
versus
those
of
weak
English
5.16
level,
marked
differences
of satisfaction
between
at S2
classes
on
5.17
At
S3
(Table
5/
Secondary
3), the
general
is significantly
different
from
3B in the
is
5.18
5.19
Dissatisfaction
grows, however,
at
S5
level
might
have
adversely
affected
their
5.20
There
are
significant
differences
in
their
accentuated
at
are
concentration
of
important
leadership.
The
old
5.21
54
Table 5
The Most and Least Satisfied Classes
Most Satisfied Classes
S1A
S7B
S7B
S1A
S1A
S7A
S3B
S5B
S5B
S5B
SAT
COM
TCH
SOC
COMP
(22.58)
(19.56)
(16.26)
(11.97)
(72.90)
S7B
S1A
S1A
S6B
S7B
(24.50)
(20.84)
(17.52)
(13.35)
(73.94)
(28.76)
(24.65)
(21.52)
(15.45)
(89.59)
S5B
S5B
S2C
S3B
S3B
(28.59)
(24.03)
(21.52)
(15.09)
(88.97)
by
5B. As
discussed
previously
(5.20),
one
5.22
students attended;
Factor E (R5) Whether students obtained high grades
in the last examination;
Factor F (R6) Whether students would go overseas at
the end of the year;
Factor G (R7) Whether students hold the same faith as
that of the school;
Factor H (R8) Whether
students
positions;
Factor I (R9)
hold
leadership
The
number
of
extra-curricular
activities taken up by students; and
5.23
primary
school
express
significantly
higher
56
Table 7
The Mean of the Constructs and Composite Scores
According to Whether Students are from the Feeder Primary or
New Students
Factor B:
Secondary
1
Yes (88)
24.51
21.78
18.73
12.81
78.38
SAT
COM
TCH
SOC
COMPOSITE
Factor C:
No (90)
25.99
22.76
19.19
13.81
82.11
F Value
6.156**
4.691**
0.742
6.407**
5.130**
Secondary
SAT
COM
TCH
SOC
COMPOSITE
Secondary
SAT
COM
TCH
SOC
COMPOSITE
Yes (31)
27.81
22.63
20.32
14.68
85.17
No (83)
26.42
22.27
19.28
14.68
83.05
F Value
4.526**
0.473
1.856
0.000
1.318
Yes (19)
26.84
21.68
19.00
14.50
82.82
No (29)
26.79
22.03
19.29
13.82
81.52
F Value
0.002
0.212
0.132
0.852
0.904
57
Table 8A
The Mean of the Constructs and Composite Scores
According to Other Factors
Factor D: Whether English iwas used as the Teaching Medium in the
Previous School iattended?
Yes (380)
26.04
22.26
19.83
14.05
82.31
SAT
COM
TCH
SOC
COMPOSITE
No (395)
26.62
22.91
19.79
14.43
83.97
F Value
4.376*
10.088**
.035
4.310*
5.230**
SAT
COM
TCH
SOC
COMPOSITE
Obtained Lower
Grades (287)
27.08
22.83
20.04
14.40
84.33
F Value
19.963**
3.448
2.023
2.444
7.118**
SAT
COM
TCH
SOC
COMPOSITE
No (666)
26.37
22.65
19.74
14.20
83.14
F Value
.736
3.882*
1.716
1.260
.000
Factor G: Whether students hold the same Faith as that of the school?
Catholics
(114)
SAT
COM
TCH
SOC
COMPOSITE
26.27
22.64
20.27
14.46
84.16
Christian
(56)
26.77
22.791
19.52!
15.0T'
84.421
Other
No Religion
(551)
Religion
(37)
26.24
27.11
23.08
22.50
19.73
19.58
14.12
13.85
82.72
83.37
F Value
.865
.865
1.142
3.051
1.094
5.24
However,
this
advantage
disappears
over the
58
5.25
(Table
previously
8A, Factor
D)
shows
that
those
who
the
last
satisfaction
examination
in the
express
Composite
significantly
score
and
SAT.
higher
It
is
5.26
indicate that they would study abroad before the end of the
year show a higher satisfaction in COM. (Table 8A, Factor
G) shows that although the school under study is a Roman
Catholic school, the Catholic faith itself does not create
marked difference in students' attitude towards school
life. On the contrary, students who profess no religion
register a slightly lower mean in every Construct and the
Composite Score than students with religious belief.
59
Table 8B
The Mean of the Constructs and Composite Scores
According to Other Factors
Factor H: Whether students hold Leadership Positions?
SAT
COM
soc
COMPOSITE
Yes (180)
26.32
22.45
19.60
14.15
82.85
No (608)
26.34
22.61
19.87
14.27
83.24
F Value
.004
.424
.845
.273
.197
more than 5
(174)
25.63
22.45
19.37
14.05
81.65
2 to 4
(276)
26.34
22.71
19.94
14.07
83.39
F Value
2.790
.473
1.819
1.388
2.103
SAT
COM
TCH
SOC
COMPOSITE
Below
2 hrs
(298)
26.52
22.80
19.61
14.06
83.31
2-3
hrs
(227)
26.30
22.40
19.90
14.12
82.77
3-4
hrs
(151)
26.42
22.50
20.18
14.51
83.77
Above
4 hrs
(107)
25.76
22.40
19.62
14.50
82.48
F Value
1.079
1.054
1.106
1.603
.472
* ?7
5.28
61
Tablei 9
The Spread of Leade:rs
Form
No
S1A
4
SIB
3
SIC
3
SID
8
S1E
2
S2A
7
S2B
10
S2C
4
S2D
6
S2E
4
S3A
7
S3B
5
S3C
6
S3D
8
S3E
6
S4A
8
S4B
11
S4C
3
S4D
10
S5A
9
S5B
13
S5C
3
S6A
26
S6B
21
S7A
2
7B
2
5.29
5.30
5.31
of
the
pending
HKCE,
highly
competitive
5.32
SI
students,
coming
from
63
different
schools
and
old
students, by
virtue
5.33
the students' choice of subjects. The old and the new are
no
Except for the SAT Construct, where the old students show
a more favourable attitude, the same cannot be said for the
other Constructs. The new students, at this level, are
mostly grouped into 4C, but their satisfaction towards the
school is not significantly different from the other S4
classes, perhaps because they feel their needs have been
adequately met by the school.
5.34
5.35
R2
students who are from the feeder primary and those from
64
5.36
The
difference
in
perception
between
the
of
academic
results.
In
this
school
which
not
climate.
5.37
those
who
hold
different
faiths),
and
R9
in
significant
extra-curricular
activities),
have
any
treatment
to
religious
activities
and
has
been
5.38
findings. Although
any
significant
this
difference
factor
does
not
in the students'
attending
characteristics
67
take
more
priority
in
affecting
student
interactions
of
the
satisfaction.
same
group
The
of
constant
daily
people, the
peer
in determining
school climate.
68
CHAPTER VI
INTERVIEW ANALYSIS
6-1
of the present
materials
covered.
The
study
to
discussion
report
will
in full the
focus
on the
General Satisfaction
6.2
than the
SI according to the
6.3
subjects
at
S4 and
S5
socks
in
winter),
and
improvements
(like the
requests.
The
overall
impression
from
the
Discipline
6.4
6.5
the typical student is that she is definitely "not a bookworm" . This perception came out again and again in the
interviews. In fact, the questionnaire findings (5.25) also
show that the students who score high on academic studies
are not distinctly more satisfied than those who do less
well. While they readily repudiated the stigma of a "bookworm", on the other hand, they expressed mild misgivings
about students not working hard enough on the academic
subjects, (except the S2 students who complained of too
many tests). The dilemma is keenly felt by those from S5
and S6. This fact coincides with the questionnaire findings
that point to the S5 and S6 especially for being most harsh
in their
criticism
of their
fellow
students
in this
6.6
way
of
stimulating
competition,
much
against
the
6.7
S6, and
especially
those
in
S4. The
S6 students
interests
in
the
subject
would
automatically
reveal that they like most of the teachers (Q25 with a mean
of 2.16), the students in the interviews were rather vocal
about what they considered to be bad teaching.
6.8
6.9
matter
how
they
participate
in
it,
whether
as
school and
families
and
friends. The S6
6.10
Learning Opportunities
6.11
The
questionnaire
findings
reveal
that
the
satisfaction
towards
school
life.
They
are
with
the
S6
students
revealed
that
their
to times of frustration in
76
CHAPTER VII
CONCLUSION
7.l
7.2
Contrary
to
many
studies
One
also
wonders
whether
the
effect
needs
7.3
students with
show a
7.4
the
typical
student
profile
of
the
school
is
7.5
is significant
only
at
even
more
quickly
assimilated.
No
significant
7.6
7 . 7
most
significant
factor
in
influencing
the students'
of
extra-curricular
activities
or
role
of
7.8
not
how
far
the
degree
of
satisfaction
or
because
this
is
assessed
through
the
7.9
students
feel
that
there
is
decline
of
good
7.10
term
in
S5
and
S7,
the
questionnaires
were
of
students
questionnaire
and
findings
to
thoroughly
before
launching
analyze
the
into
the
7.11
81
Bibliography
(1976). The
use
qualitative
Methods
in
(1988).
organizations.
Philadelphia.
Open
University
Press.
Milton
Keynes.
Williams, T., & Batten, M., (1981). The quality of school life.
The Australian Council for Educational Research Ltd. Research
monograph, No.12.
Wolcott, H.F., (1984). The man in the principal's office.
Waveland Press, Inc.
84
APPENDIX
QUESTIONNAIRE ON STUDENTS'PERCEPTION OF THE SCHOOL CLIMATE
Dear Student,
This is a research study on students'perception of the school clinate.
Tour sincere response to the following questions will be deeply
appreciated. Please feel free to be as frank as you can. Tou need not put
down your nane.
I wish to take this opportunity to thank you for your help and
co-operation and I wish you every success in your studies.
PERSONAL DATA:
Please attempt the following items:
7.
1.
I an now studying in
Forn
2.
3.
Yes
No
4.
Tes
No
5.
In ny studies I am doing
Very well
We 11
Not so well
Poorly
6.
I an a
/ Form
Catholic
Christian
other religion
non-believer
8.
Please CIRCLE the nunber that best represent your view on the following
statenents.
Key
1 = very true
2 = true
3 = untrue
4 = very untrue
SATISFACTION
1.
1 2
2.
1 2
3.
1 2
4.
1 2
5.
1 2
6.
1 2
7.
1 2
8.
1 2
9.
1 2
10.
1 2
11.
1 2
12.
1 2
13.
1 2
1 2
1 2
16.
1 2
17.
1 2
3 4
18.
1 2
3 4
19.
1 2
3 4
20.
1 2
COHESIYENESS
14.
15.
CURRICULUM
21.
1 2
22.
1 2
23.
1 2
3 4
24.
1 2
25.
1 2
27.
1 2
1 2
REACTIONS TO TEACHERS
28.
29.
1 2
30.
1 2
31.
1 2
their studies.
1 2
33.
1 2
34.
1 2
35.
36.
1 2
1 2
1 2
3 4
1 2
39.
1 2
40.
1 2
41.
1 2
42.
1 2
43.
1 2
44.
1 2
1 2
32.
37.
45.