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Amidst the multitude of their professional obligations, teachers also function as informal educa- tional diagnosticians. This role requires maturity and the ability to shed uncontrolled inclinations which could bias diagnoses they perform. Transactional analysis may assist with such a self- recognition task.
A feasibility study on how transactional analysis can explain the differences in teachers’ con- cepts of their diagnostic duties has been carried out on a small sample of 30 post-graduate students of education. The students completed two inventories:
(1)an original set of four ten-item scales labeled: Procedural (learned by assimilation), Taking
a Risk (learned by doing), Theoretician (learned by discovery), and Intuitive (learned by expe-
(2)the Egogram representing nine categories of double-level analysis, created in the Research
Group for Educational Transactional Analysis in Jan Długosz University in Częstochowa.
The main findings of the study include the following ones:
In students’ opinion, Procedural type of a diagnostician resembles mostly Adult in Adult atti-
tude and is free of the Parent in Parent authoritarian flaw.
The Taking a Risk diagnostician is closest to Adult in Parent, practice-oriented educator.
Theoreticians are also Adult in Parent personalities supported by the Parent in Adult ethical
Intuitive diagnosticians are versatile, associated with all types of Parent and Adult but not with
the Childish spontaneous attitude except of certain amount of the Adult in Child’s creativity.
Much more research is needed to confirm the findings and to transfer them into acting educa-
tional evaluators: homeroom and subject-matter teachers, tutors, and supervisors.
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