According to Tony Gallagher and Eamonn McKeown in their research on Attitudes

To EducationGirls are more positive than boys in their general attitudes to school and on most of the
specific scales. In particular, girls are more likely than boys to feel that the relationship
between teachers and pupils is good, that they are likely to be successful in school and to
feel that they get along well with others in their school. This is consistent with findings
from other studies using this questionnaire with other samples. By contrast, differences
due to school type are less than those attributable to gender, if more complex. In the light
of evidence reported in other papers from the Selection Project, this paper suggests that
grammar pupils are keenly aware of the high academic standards expected of them and
many of them feel under pressure because of these high expectations. This may mean that
they experience a little less enjoyment in some aspects of their school experience in
comparison with their peers in secondary schools. At the same time the grammar pupils
have a high expectation that they will, in fact, succeed in school. Among secondary
pupils, the attitudinal evidence would seem to confirm the suggestion that their schools
place more emphasis on providing a supportive and caring atmosphere and, for this
reason, place a higher priority on pastoral support systems. Thus, the data seem to
highlight the distinctive approaches taken by grammar and secondary schools, in that
grammar schools place high priority on the achievement of high academic results, while
secondary schools place high priority on the provision of a supportive and caring
environment. However, while the questionnaire data examined in this paper suggest some
differences between the expressed views of grammar and secondary pupils, in general, all
pupils appear to be positively disposed towards their schools.
According to Richard A. Boser , James D. Palmer , Michael K. Daugherty in their
research on Students Attitudes Toward Technology in Selected Technology Education
ProgramsIn many school systems, there is only one opportunity during middle school to affect
students' attitudes toward technology. Technology students will experience a lifetime of
technological change and adaptation, but hopefully positive attitudes developed through
technology education will remain to influence life and career decisions. To this end,

technology educators should assess students in the affective domain to measure attitude
changes that may be attributable to the instructional methods and curriculum. The PATTUSA appears to be a suitable instrument for this assessment.
If the profession is serious about enhancing students' technological literacy as a primary
goal, there should be an effort to develop an acceptable procedure or instrument that will
measure students' technological literacy. Attitude measures may eventually demonstrate
some correlation with technological literacy, but they cannot replace a valid and reliable
measurement protocol.
Finally, females have different perceptions of technology. Results from this study suggest
that technology education programs may not be meeting the needs of female students.
The profession should strive to develop curriculum materials and activities that meet the
interest and technological needs of all students.
Journal of Research in Curriculum and Teaching. 6(1): 493-499, 2012.
Attitude Of Secondary School Students Towards The Teaching Profession states
that
the attitude of secondary school students towards the teaching profession. The research
design adopted for this study was the survey design. A sample of three hundred (300)
senior secondary school two (SS2) students from 6 public secondary schools in Oredo
Local Government Area, Edo State formed the study sample. The research instrument
used for data collection was the Attitude Scale Toward The Teaching Profession
(ASTTP). The data collected were analyzed using the mean and chi-square statistics. It
was revealed from the study that secondary school students exhibit positive attitude
towards the teaching profession and that sex does not influence students attitude. The
development of rigorous criteria for admission into Teacher Education Institutions among
other was recommended in this study.
Thomas J. Gorman on his research Social Class And Parental Attitudes Toward
Education : Resistance And Conformity To Schooling In The Family states that
The impact of social class on parents' attitudes toward their children's education. The
results suggest that two conceptsresistance and conformityare central to
understanding parental attitudes toward education and the process by which those

attitudes are shaped. The data indicate that the probability parents will conform to or
resist the meritocratic ideology of acquiring a college degree to help ensure occupational
success tends to depend on parents' social-class background and, concomitantly, on
whether they have experienced hidden injuries of class. A more inclusive sampling
strategy proved useful in documenting the varied attitudes found among working-class
and middle-class parents. The attitudes of parents toward higher education have the
potential to influence their children's attitudes toward education, their children's chances
of obtaining a college degree, and their own chances of returning to school. This research
suggests that the family is an important site for cultural production and social
reproduction.