A Validity Study of Selected EPPS Subscales for Determining Need Structure of Dominating and submissive Student Teachers

Prom a population of 138 subjects, the 12 most dominating and the 12 moat submissive student teachers, as judged by their college coordinators, were administered the EPPS to determine differences between and similarities within the two groups on the 15 subscales of the schedule. The dominating group had significantly higher mean scores (.01 level) on the subscales of aggression, autonomy and dominance, and the submissive group scored significantly higher on abasement and succorance. A Q-technlque factor analysis substantiated these differences and also Indicated some common characteristics In both groups which can be stated descriptively as avoidance of routine, avoiding positions of leadership and responsibility, and a lack of endurance. The student-teaching grades for these students were significantly lower than the average for all 138 student teachers.