teachers ’ constructs about their pupils : a content analysis

Teachers’ constructs about their pupils: A content analysis

Hanne TouwUtrecht University of Applied Sciences

Paulien C. MeijerUtrecht University

Theo WubbelsUtrecht University

Research questions

The general question: What are teachers’ personal constructs about pupilsand how do these relate to whether teachers experience pupils as regular or demanding?

In this paper two sub-questions:1. What are teachers' personal constructs about their 

pupils? 2. Are there differences between student teachers working 

in primary education and teachers working in special education?

Positive constructs &

Opposite constructs

The construct theory 

by  George Kelly 

Oprah WinfreyNelson MandelaMargareth Thatcher

In what way do two of these persons resemble each other the most? 

(and thus differ from the third?)

The teacher makes a card for each of his/her pupils 

Bram Marrit Joris Mieke Abdel Mo

Virgio Micha Kaat Zehra Mette Stijn

Jessie Marjo Doris Fien Michiel Nino

In what way do two of these pupils resemble each other the most? 

(and thus differ from the third?)

Bram Marrit Mieke

Eliciting personal constructs

Example Eliciting construct

QuietMarrit Mieke

Example Eliciting opposite construct

Quietnaughty

restless

involved

busy

Stap 3construct description

Quiet Sweet and calm

Energetic Concerned enthusiasm

Busy Uncontrolled bouncing ball

Lazy No initiatives, no action

Describing constructs

The coding systemAreas Content of the areas1: Existential constructs about the way pupils think, constructs about 

thoughts on human existence. 2: Moral constructs about  working attitude and task behavior. 

3: Emotional constructs about the emotional and psychological functioning.  

4: Relational constructs about the social functioning and relationships with others and the relationship from school with the parents

5: Personal constructs about the individuality of a person. 

6: Intellectual / Operational

constructs about the cognitive and intellectual functioning and school achievement. 

7: Values / Interests Constructs about the artistic -, expressive -  and physical abilities.

8: Concrete descriptors constructs about the physical functioning, physical capabilities, physical characteristics and outward appearance. 

Not classified

The coding systemAreas Examples

1: Existential pragmatic, philosophical, asking questions, modern 

2: Moral concentrated, independent, motivated, curious, disinterested

3: Emotional obstinate, positive self-esteem, optimistic, self assured, 

4: Relational not helpful, shy, good friend, good social skills, supportive family, concerned parents

5: Personal cosy, nice, frankly, friendly, full of humour, dull, secretive

6: Intellectual / Operational

smart, intelligent, good puzzler, interested in books, verbally intelligent, good reader, speaks French fluently

7: Values / Interests musical, creative, artistic, sporty, loves nature, hobbies

8: Concrete descriptors good looks, healthy, agile, attractive, sporty, fashionably dressed

Not classified

Coefficients of interrater agreement

Value Approx. Sig. Nominal by   Nominal

 Contingency  Coefficient

,918 ,000

 Measure of  Agreement

 Kappa,906 ,000

   N of Valid Cases 98

The positive constructs

Frequency Percent1. Existential 10 1.5

2. Moral 146 22.3

3. Emotional 102 15.5

4. Relational 127 19.4

5. Personal 139 21.2

6. Intellectual / operational 58 8.8

7. Values / interests 16 2.4

8. Concrete descriptors 51 7.8

Not classified 7 1.1

Total 656 100.0

The positive constructs

10

146

102

127139

58

16

51

7

existential

The opposites constructs

Frequency Percent1. Existential 8 1.2

2. Moral 142 21.6

3. Emotional 106 16.2

4. Relational 126 19.2

5. Personal 148 22.6

6. Intellectual / operational 57 8.7

7. Values/ interests 13 2.0

8. Concrete descriptors 51 7.8

Not classified 5 .8

Total 656 100.0

The opposite constructs

8

142

106

126

148

57

13

51

5

existential

Positive constructs from student teachers and teachers.  

8 areas with positive constructs from 47 (student) teachers

1. existential

2. moral

3. emotional

4. relational

5. personal

6. intellectual / operational

7. values / interests

8. concrete descriptors

Not classified

Total

student teachers

3 76 52 59 36 31 6 23 3 289 

teachers 7 70 50 68 103 27 10 28 4 367

Total10 146 102 127 139 58 16 51 7 656

Opposite constructs in the Coding System

Student teachers Teachers

Three questions to be discussed with the audience

• What do we need to know about teacher cognitions about demanding pupil behaviour?

• Why do teachers at special schools formulate significantly more constructs about the individuality of a pupil, the constructs that are coded in the personal area?

• Teachers perceive an increase in behavioural problems. What is needed in order to have teachers see more positive aspects in the differences between pupils?  

hanne.touw@hu.nl