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Protocol Analysis of the Social Problem Solving of Teachers

The University of Western Ontario

This study investigated social problem solving and cognitive style (field independence-dependence) in a sample of 70 teachers taking a summer course in counseling. To examine social problem solving, protocol analysis was utilized to determine how adults solved ill-defined interpersonal, intrapersonal, complex, and simple problems. Problem situations were scored for eight problem-solving elements (e.g., strategy, evaluation), three problem-solving processes (sequential, wholistic, simultaneous), and three problem-solving styles (analytical, affective, behavioral). Results indicated that participants used more analysis and evaluation of self on intrapersonal problems, whereas on interpersonal problems they employed more evaluation of strategies. On simple problems, participants utilized more strategies, elaborations, and problem statements, whereas on complex problems they utilized more analysis, evaluations, and feeling statements. Educational implications of these results are explored.

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