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Josely, Ms J., and Mrs Vandana Devi. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2223–31. http://dx.doi.org/10.31142/ijtsrd14422.
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IQBAL, Asif, Fakhra AZIZ, Tahir Khan FAROOQI, and Shabbir ALI. "Relationship between Teachers’ Job Satisfaction and Students’ Academic Performance." Eurasian Journal of Educational Research 16, no. 64 (August 29, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.64.19.
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IQBAL, Asif, Fakhra AZIZ, Tahir Khan FAROOQI, and Shabbir ALI. "Relationship between Teachers’ Job Satisfaction and Students’ Academic Performance." Eurasian Journal of Educational Research 16, no. 65 (October 17, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.19.
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Drexlerová, Anna, Klára Šeďová, and Martin Sedláček. "The relationship between grading and teacher judgment." Journal of Pedagogy 10, no. 2 (December 1, 2019): 9–35. http://dx.doi.org/10.2478/jped-2019-0005.
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Abstract This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.
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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
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Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.
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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.
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Chinwe, Udoh Victoria. "Relationship between Teachers and Students Objective Needs." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 3 (2014): 54–55. http://dx.doi.org/10.9790/7388-04315455.
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Chinwe, Udoh Victoria. "Relationship between Teachers and Students Objective Needs." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 3 (2014): 10–11. http://dx.doi.org/10.9790/7388-04341011.
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Gersten, Russell, Hill Walker, and Craig Darch. "Relationship between Teachers' Effectiveness and Their Tolerance for Handicapped Students." Exceptional Children 54, no. 5 (February 1988): 433–38. http://dx.doi.org/10.1177/001440298805400506.
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This study explored the relationship between classroom teachers' self-reported tolerance levels for maladaptive behavior in their classrooms and experienced supervisors' evaluations of the teachers' effectiveness. Teachers were assessed on the Teacher Effectiveness Evaluation Form (TEEF), covering research-based practices for effective instruction for low-achieving students. Self-report instruments measured teachers' tolerance for maladaptive behavior and their propensity to resist placement of handicapped students in their classes. Those teachers with the most effective teaching strategies for low-achieving students tended to report (a) that they tolerate less maladaptive behavior in their classrooms and (b) that they may actively resist placement of handicapped students in their rooms.
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Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (May 1, 2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.
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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.
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Purba, Debora Evania, Supriyatin Supriyatin, and Diana Vivanti Sigit. "The Relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 8, no. 2 (January 17, 2018): 14–19. http://dx.doi.org/10.21009/biosferjpb.8-2.3.
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Interpersonal teacher behaviour is behaviors that specifically relate to how teachers interact with their students on a personal. The purpose of this study was to determine the relationship between students’ perceptions of interpersonal teacher behaviour with students’ biology outcomes. The research was conducted in January-June 2015 at the 13 Jakarta Senior High School. The method used was descriptive correlational method. The data of students’ perceptions of interpersonal teacher behaviour is colected with the Questionnaire on Teacher Interaction (QTI). Sampling was done by using Simple Random Sampling. The sample consisted of 85 students. The data tested by normality test using the Kolmogorov-Smirnov test (α = 0.05) and test homogeneity using Bartlett’s test at α = 0.05. The result showed that the data was normally distributed and homogen. The regression model is Ŷ = -85.53 + 0.96X. The correlation coefficient obtained was 0.76, which means there is a positive relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes. In brief, teachers interpersonal has to be improved for getting great students learning outcome.
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Kasimatis, Κaterina, Andreas Moutsios-Rentzos, Anna Stasinoulia, and Theodora Papageorgiou. "Investigating students’ conceptions about the characteristics of the effective teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 149–57. http://dx.doi.org/10.18844/prosoc.v7i1.4879.
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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations.
Keywords: Effective teacher; effective teaching.
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Marghzar, Simin Hashemi, and Amir Marzban. "The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 67. http://dx.doi.org/10.17507/tpls.0801.09.
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Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.
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Rawal, Shankar Bahadur. "Relationship Between Teachers and Students for Motivation (A Case Study of Community School of Nepal)." Research Journal of Education, no. 67 (September 8, 2020): 63–71. http://dx.doi.org/10.32861/rje.67.63.71.
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This research paper is focused to analyze how teachers - students’ relationship plays a crucial role in students’ motivation in learning. This paper is based on the Gardner model of motivation. By adopting a qualitative method approach and a phenomenological research design, the research paper has been prepared. Convenience sampling technique has been used in it. Data were collected by using a questionnaire and unstructured interview via telephone. Four issues were identified between the teachers-student’s relationships throughout the unstructured interview: the importance of teacher-student relationship, teacher expectation, students’ motivation, and increase in academic learning. The delimitation of this researcher was to collect the data from the telephone call due to the high transmission and risk of communicable diseases like corona virus (COVID -19) spreading all over the world. The research found out that, the better contact and mutual relationship between teachers and students result in higher students’ motivation in learning.
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Guidetti, Gloria, Sara Viotti, Imke Hindrichs, Anabel Camacho-Avila, Cristina Girardo, Doris Castellanos Simon, and Daniela Converso. "Quality of Life in the School Context: The Relationship between Teachers’ and Students’ Wellbeing." Mediterranean Journal of Social Sciences 9, no. 5 (September 1, 2018): 117–27. http://dx.doi.org/10.2478/mjss-2018-0143.
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Abstract The aim of the study is to identify relationships between levels of burnout in a sample of Italian teachers in middle school and the quality of the classroom relational climate experienced from their students. Method: analysis identified three different teachers’ burnout profiles, defined as “Enthusiastic”, “Exhausted-Indifferent” and “Exhausted-Guilty”. ANOVA showed that were significant differences in the quality of classroom relational climate perceived by students. The Enthusiastic group was associated with better levels regarding the students’ perception about teachers support and, concerning student-peers relationship, better support and mutual respect.The results are consistent with literature that underlines how burned-out teachers experience more difficult and conflictive relationship with their students. Moreover, it emerges how deficiencies in relational experience could impact not only on the student-teacher relationship, but also on the quality of student-peer interactions.
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Asrar, Zaeema, Noman Tariq, and Hira Rashid. "The Impact of Communication Between Teachers and Students: A Case Study of the Faculty of Management Sciences, University of Karachi, Pakistan." European Scientific Journal, ESJ 14, no. 16 (June 30, 2018): 32. http://dx.doi.org/10.19044/esj.2018.v14n16p32.
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Student’s relationship with teachers is important because students spend about 7 to 9 hours a day and almost 11 months with the teacher. This paper focuses on ascertaining the impact of communication between teachers and students. Communication is a motivational tool for students to accomplish their studies. In this era, education is spreading very quickly all around the world. Universities are trying to improve their standard by increasing the quality of education as well as the quality of their students. This study examines the challenges which create barriers and huddles due to communication between the teachers and students to ensure that the students succeed. For this purpose, the faculty of management science, University of Karachi, Pakistan, was used as a case study. Its impact on students through the teacher’s communication was examined. Three (3) departments are working under the faculty of management science. The random sampling method was used to gather the data from the departments. Descriptive analysis of mean and percentage were applied to find the impact of teacher’s communication on the student’s education and their success. The results show a positive relation between them. It is very difficult to create a positive relation between teachers and students when they get to a certain stage. This is because they are both mature, although it is necessary for both students and teachers. The qualities for a positive relationship can vary to make learning experience approachable and inviting for the students. If the teacher and the students have good communication skills and understand the importance of the impact of their communication, establishing a good relationship will be much easier. This research paper, however, shows that there is a positive relation between teachers and students which creates goodwill for the teachers and makes the students to be result-oriented.
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Campbell, Patricia F., Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.
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This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Maryani, Ika, and Sri Tutur Martaningsih. "Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 38. http://dx.doi.org/10.11591/ijere.v4i1.4490.
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<p>Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).</p>
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Kim, Kyung Ryung, and Eun Hee Seo. "The relationship between teacher efficacy and students' academic achievement: A meta-analysis." Social Behavior and Personality: an international journal 46, no. 4 (April 5, 2018): 529–40. http://dx.doi.org/10.2224/sbp.6554.
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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.
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Hesami, Gholamreza, and Saeed Kheiri. "The Relationship between Job Satisfaction of Iranian English Teachers and Their Students’ Achievement." Studies in English Language Teaching 1, no. 2 (August 29, 2013): 315. http://dx.doi.org/10.22158/selt.v1n2p315.
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<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>
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Saiko, Yana Vitalievna. "RELATIONSHIP BETWEEN SELF-PERCEPTIONS AND CAREER ORIENTATIONS OF FUTURE TEACHERS." Психология. Психофизиология 12, no. 4 (January 15, 2020): 55–62. http://dx.doi.org/10.14529/jpps190406.
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Self-image and career orientations determine the formation and development of the future teacher as part of career advancement and professional socialization. During university studies there is a formation and development of career orientations, as well as a change of self-perception in future teachers. By understanding the prospects for career advancement and comparing them with educational opportunities and abilities, the future teacher can successfully direct self-development at achieving career goals. The effectiveness of career planning of a teacher depends largely on his/her self-confidence and ideas about career orientations, his/her satisfaction with professional activity, the consistency of professional and personal development. Aim. The purpose of the article is to identify the relationship between self-image and career orientations of future teachers. Materials and methods. The study involved 162 students of the South Ural State Humanitarian and Pedagogical University aged from 17 to 24 years. The study was based on two methods: “Career Anchors” (E. Shane), which determine the career orientations of a person; life-orientation (D.A. Leontiev), allowing to assess the degree of conviction of the subject in the ability to control his/her own life. To determine the relationship between the two variables, the Pearson correlation coefficient was used with SPSS Statistics v. 22. Results: an empirical study conducted on a sample of future teachers (n = 162) showed that there were significant correlations between self-perception and career orientations. Dependencies between two career orientations (“service”, “challenge”) with self-image (“The master of life”, “I control my life”), characterized by the ability to influence the life of the teacher, were revealed. The dominant (“work stability”, “service” and “integration of lifestyles”) and weakly expressed (“residence stability”) career orientations of future teachers were determined. It is shown that future teachers expressed a desire to shape themselves as a specialist, to transfer their experience and knowledge to their students, to embody their universal human, spiritual and moral values and ideas in their work. Students were convinced that they would be able to make the right decisions and cope with any professional difficulties. Conclusion. The results allow us to conclude that there are significant correlations between self-perceptions and career orientations in future teachers. Self-image largely determines the goals and values of the future teacher in the field of educational activities. Self-perception determines the semantic side of career orientations, while the degree of understanding of the leading career orientations affects the personal and professional development of students during training, as well as their ideas about themselves. By receiving education, future teachers strive for self-development and self-realization in the framework of "horizontal career" and clearly demonstrate their willingness to serve people and society, which confirms the need to support and develop the autopsychological competence of future teachers.
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Stefa, Enkeleda. "Supportive Relationship Between Teachers And Students And Among Peers." European Journal of Multidisciplinary Studies 7, no. 2 (March 2, 2018): 94. http://dx.doi.org/10.26417/ejms.v7i2.p94-97.
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Rashid, Abdur, Roohul Amin, and Shabir Ahmad. "Relationship Between Teachers Leadership Styles and Students Academic Achievement." Global Social Sciences Review IV, no. IV (December 30, 2019): 360–66. http://dx.doi.org/10.31703/gssr.2019(iv-iv).46.
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Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success
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Özcan, Özgür, and Sevim Bezen. "STUDENTS’ MENTAL MODELS ABOUT THE RELATIONSHIP BETWEEN FORCE AND VELOCITY CONCEPTS." Journal of Baltic Science Education 15, no. 5 (October 25, 2016): 630–41. http://dx.doi.org/10.33225/jbse/16.15.630.
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Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as ‘an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers’ mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called “Newtonian Model”. The other two models were determined to be unscientific models and called “Aristotelian Model” and “Impulsive Model” respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts. Key words: force and velocity concept, knowledge structure, mental models, prospective teacher.
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Xhelilaj, Ledia Kashahu, Rozana Petani, and Marina Ntalla. "Relationship Between Teacher’s Burnout, Occupational Stress, Coping, Gender and Age." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 275. http://dx.doi.org/10.36941/jesr-2021-0094.
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Teachers make a great contribution to the academic formation, social and emotional development of children. However, teaching ranks among the most stressful professions. High levels of teacher stress and burnout cause serious damage to both students' academic achievement and development, as well as damage to relationships between teachers, students and parents. The main goal of this research was exploring the relationships between burnout, occupational stress, and coping strategies. This survey involved 721 primary education teachers (187 men and 534 women) who teach in public schools in different areas in Albania. To measure the levels of occupational stress, professional burnout as well as investigate how teachers cope with stress several known scales that have been translated in Albanian and adapted to this research were used. Results indicated that female teachers experience the lack of support from the administrators more than men. Men experienced depersonalization more than women. Older teachers reported a higher level of exhaustion and occupational stress than other groups, but they indicated higher personal accomplishment. Received: 18 March 2021 / Accepted: 26 May 2021 / Published: 8 July 2021
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Lev, Smadar, Moshe Tatar, and Meni Koslowsky. "Teacher self-efficacy and students’ ratings." International Journal of Educational Management 32, no. 3 (April 9, 2018): 498–510. http://dx.doi.org/10.1108/ijem-10-2016-0206.
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Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year. Findings Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes. Research limitations/implications The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions. Originality/value This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.
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Park, Crystal, Kristen Riley, Elena Besedin, and V. Michelle Stewart. "Discrepancies Between Perceptions of Real and Ideal Yoga Teachers and Their Relationship to Emotional Well-Being." International Journal of Yoga Therapy 23, no. 2 (January 1, 2013): 53–57. http://dx.doi.org/10.17761/ijyt.23.2.g550755p703j64m2.
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Objectives: Although more individuals are adopting yoga into their lives, little research has examined practitioners’ expectations and experiences of their yoga instructor's behavior. Discrepancies between real and ideal behaviors of yoga instructors may lead to unsatisfactory experiences and decrease the potential impact of yoga practice. This study investigated differences between yoga practitioners' real and ideal perceptions of their yoga teacher's behavior and the relationship between discrepant beliefs and students’ symptoms of depression, anxiety, and stress. Methods: The Perceptions of Yoga Teacher Questionnaire (PYTQ), a recently developed survey of student attitudes regarding yoga teachers’ behavior, was administered in a national online survey of yoga students and teachers. Greater discrepancy between real and idea yoga teacher behavior was anticipated to be positively associated with practitioners’ symptoms of depression, anxiety, and stress.
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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
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Mwaniki, Goodeve S. K., Prof J. Kanjogu Kiumi, and Dr M. Ngunjiri3. "Relationship between Teacher Commitment to Students Learning Needs and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya." International Journal of Scientific Research and Management 6, no. 04 (April 23, 2018): 274–81. http://dx.doi.org/10.18535/ijsrm/v6i4.el09.
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The purpose of this study was to assess the relationship between teacher commitment to students learning needs and level of students’ discipline in public secondary schools in Naivasha sub-county, Kenya. The study targeted a total of 197 respondents (constituting 28 head teachers and 169 teachers). A total of 195 respondents participated in the study (169 teachers and 26 principals) participated giving a response rate of 99%. Purposive sampling technique was used to sample head teachers while Krejcie and Morgan’s (1970) table for determining sample size for teachers. Questionnaires were used as instrument for data collection. SPSS was used to analyze the data where both descriptive and inferential statistics were used. The analyzed data were presented in terms of graphs and tables. The results showed that there was a significant positive relationship between teacher commitment to students learning needs and level of students’ discipline (r = .271, p = .000). Therefore, the null hypothesis that there was no significant relationship between teacher commitment to students learning needs and level of students’ discipline was rejected at .05 level of confidence. The study therefore concluded that teacher commitment to students learning needs influences students’ discipline in secondary schools in Naivasha sub-county. It was recommended that teachers should be more committed to meeting the students’ learning needs. This can be achieved through holding discussions with parents on their children’s academic performance and character development.
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Oktasari, Maria. "Perceptions around teacher's social support with student achievement motivation." TERAPUTIK: Jurnal Bimbingan dan Konseling 1, no. 2 (November 7, 2017): 145. http://dx.doi.org/10.26539/1229.
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Several indications that indicate student in low achievement motivation, among others: (1) lack of enthusiasm to follow the lesson, (2) less attention to the teacher, (3) the students have not targeted yet, (4) students tend to ignore the task, (5) (6) students are less harmonious with teachers, (7) students are lazy to learn, and (8) some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.
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Oppelt, Camila. "Discourse Analysis of (Power) Struggles in the Classroom." Revista Gatilho 18, no. 01 (October 20, 2020): 170–84. http://dx.doi.org/10.34019/1808-9461.2020.v18.27327.
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Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.
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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.
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Rean, A. A., I. L. Shagalov, and I. A. Konovalov. "Relationship Between Retrospective Estimations of School Climate and Readiness for Aggression in Young People." Психологическая наука и образование 25, no. 6 (2020): 126–43. http://dx.doi.org/10.17759/pse.2020250611.
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The article focuses on the relationship between aggression and retrospective estimations of school climate in young people. It reviews the main publications on the topic of aggression/school climate relationship (especially in the aspect concerning school rules).We analyse the correlation between school climate components and aggressiveness in young people basing on a survey of Russian university students. In particular, we assesses the mediating effect of fair and clear school rules on the relations between students, interaction between students and teachers, teacher relations and the impact of these relations on aggressiveness. The analysis shows that school rules are significantly related to school relationships and aggressiveness of young people. Also, it was revealed that respectful contacts between teachers and students and between students themselves play an important role. At the same time, positive/troubled relationships in school are significantly correlated with aggressiveness in the future. The outcomes of the study are addressed in the context of a discussion about the criteria of effectiveness of educational work in schools.
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Sabet, Masoud Khalili, Saeedeh Dehghannezhad, and Abdorreza Tahriri. "The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 7. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.7.
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A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.
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Gusthart, J. Len, and I. W. Kelly. "Teachers' Instructional Variables in Volleyball and Students' Improvement in Motor Skill." Perceptual and Motor Skills 76, no. 3 (June 1993): 1015–24. http://dx.doi.org/10.2466/pms.1993.76.3.1015.
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The purpose of this study was to examine the relationship between teacher-related process variables as defined by the Qualitative Measures of Teacher Performance Scale and students' learning of three volleyball skills. Teachers of nine classes and 222 students were the subjects. Students were pretested and posttested on the forearm pass, underhand serve, and overhand pass. Aggregate motor scores (summed residuals) were established. Between the testing periods the students received eight lessons in the skills from their regular physical education teachers. All instruction was videotaped and later analyzed. Instructional process was based upon teachers' performance on the scale. Relationships were found between teachers' performance and students' learning for the residual serve, residual forearm pass, and summed residual scores.
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Prino, Laura Elvira, Tiziana Pasta, Francesca Giovanna Maria Gastaidi, and Claudio Longobardi. "A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 119. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.488.
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Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders
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Whitley, Victoria P., Travis D. Park, Wendy J. Warner, and Erin T. Horne. "Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance." Career and Technical Education Research 44, no. 2 (October 1, 2019): 88–113. http://dx.doi.org/10.5328/cter44.2.88.
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The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.
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Van Loan, Christopher L., and Justin D. Garwood. "Measuring Relationships Between Adolescents With Emotional and Behavioral Disorders and Their Teachers: A Psychometric Report." Assessment for Effective Intervention 45, no. 2 (July 12, 2018): 144–50. http://dx.doi.org/10.1177/1534508418786779.
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Students with emotional and behavioral disorders (EBD) have difficulty forming and maintaining high-quality relationships with their teachers, yet they have the most to gain from positive relationships. The majority of studies examining teacher–student relationships have been correlational, focused on preschool and elementary-aged children, and relied solely on teacher ratings. To extend this line of research, we examined the internal consistency and internal construct validity of two new teacher- and student-report instruments assessing relationship quality. This brief psychometric study was conducted with 92 middle school students with EBD and their 11 teachers. Results showed strong psychometric properties for both instruments. Utility of the instruments in intervention work and future directions for research on the instruments are discussed.
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Dahal, Niroj, Bal Chandra Luitel, and Binod Prasad Pant. "Teacher-Students Relationship and its Potential Impact on Mathematics Learning." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 35–53. http://dx.doi.org/10.3126/mefc.v4i4.26357.
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This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.
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Forkosh Baruch, Alona, Arnon Hershkovitz, and Rebecca P. Ang. "Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 273–89. http://dx.doi.org/10.28945/2329.
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Teacher-student relationships are vital for academic and social development of students, for teachers’ professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.
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Arslan, Yaser, and Soner Polat. "The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs." International Education Studies 9, no. 12 (November 28, 2016): 81. http://dx.doi.org/10.5539/ies.v9n12p81.
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<p class="apa">This study was aimed to identify the relationship between teachers’ trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed by Mayer and Davis (1999), and beliefs about discipline inventory which was developed by Glickman and Tamashiro (cited in Wolfgang & Glickman, 1986). The relationship between teachers’ trust in students and their beliefs about classroom discipline were tested using correlation technique. Results indicated that there was a moderate, negative relationship between teachers’ trust in students and their scores of rules and consequences model; there was a low, positive relationship between teachers’ trust in towards students and their scores of relationship-listening model; and there was a low, positive relationship between teachers’ trust in students and their scores of confronting-contracting model.</p>
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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.
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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.
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Barjesteh, Hamed, Sorour Azam Asadpour, and Mehdi Manochehrzadeh. "The Relationship between Iranian EFL Teachers’ Creativity and Time Management Skills." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 207. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.207.
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Early research on creativity has illustrated that time is a significant resource education in general and classroom in particular. It is vital for incubation, thus, individuals should be given enough time to do a creative work. The current study sought to uncover the probable relationship between English language teachers’ creativity and time management skills. We hypothesized that teachers’ creativity plays a role in a number of variables such as age, gender, and teaching experience. It was also surmised that teacher creativity correlates time orientation. To measure teacher creativity, Zhou and George (2001) self-rating creativity was employed. In addition, Trueman and Hartley (1996) time management scale comprising five constructs, production of creative ideas, production of useful ideas, daily planning, confidence in long-term planning, and perceived control of time, were utilized to gauge time orientation. To comply with the objective, a total of 202 intermediate students from three English language institutes took part for the purpose of this study. They were requested to fill out the questionnaires. The data were collected over a period of three weeks. The data were analyzed using Pearson product-moment correlation coefficient to probe the relationship between the variables. The results suggest that teachers with more time orientation incorporate more teaching activities in their classroom. However, the findings revealed that a number of variables like age, gender and teaching experiences were not significant factors for teachers’ creativity skills. The findings suggest that a teacher should widen his perception of creativity and repertoire of employing activities in order to maximize students' capacity for novelty The may help language teachers and policy makers bring to a focus on the effects of time management skills and teachers’ creativity in the EFL content to achieve a better result in learning process.
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Çoban, Ömür. "Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018." World Journal of Education 10, no. 4 (August 18, 2020): 45. http://dx.doi.org/10.5430/wje.v10n4p45.
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This research was conducted in Turkey and it examined the relationships between fifteen-year-old students’ PISA 2018 literacy scores and student-level and school-level variables. This study aimed to examine the relationships between students’ hindering, teachers’ hindering, socioeconomic status, parental support and student achievement. The research is a correlational study. A relational screening model was used in this research. Six thousand eight hundred and ninety students from one hundred and eighty-six schools in twelve regions of the Nomenclature of Territorial Units for Statistics (NUTS) Level 1 joined PISA 2018 in Turkey. OECD selected these students randomly. In PISA 2018, school sampling was determined by a stratified random sampling method. Teachers’ hindering, students’ hindering questionnaires are from the school principals’ questionnaire and the parental support questionnaire was taken from the student questionnaire. Additionally, students’ genders and their socioeconomic status were taken from the background questionnaire. To analyze these variables, a hierarchic linear model was used. Multilevel structural modeling (MSEM) was selected and Bayesian estimation with latent variables was performed. There are direct relationships between students’ genders, socioeconomic status, teachers’ hindering behaviors, students’ hindering behaviors, parental support and Turkish students’ reading skill scores. There is also an indirect relationship between teachers’ hindering behavior and students’ reading skill scores via students’ hindering behavior.
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Dr. Fazli Khaliq, Ghazala Naheed Baig, and Mehnaz Begum. "An Examination on the Relationship between Teachers Emotional Intelligence and Students’ Motivation." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 2 (July 30, 2020): 61–69. http://dx.doi.org/10.36902/rjsser-vol1-iss2-2020(61-69).
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The study aims to ascertain the relationship between the emotional intelligence of teachers and students’ motivation. The objectives of the study were to; investigate the emotional intelligence faculty, probe into learners’ motivation in the teaching space, and to assess the correlation between emotional intelligence (EI) of teachers and the students’ motivation. All faculty and learners of Khyber Pakhtunkhwa’ nine universities were the population of the research work. 200 teachers and 400 students were taken through the lottery method and convenient selection methods. The data collected from the sample group through Questionnaires and interview the collected data were analyzed through descriptive and inferential statistics. A considerable moderate correlation was noticed between Emotional intelligence (EI) of teachers and students’ motivation. It is recommended that teachers may also work on the confidence-building of students where close academic relationship and mutual trust between teachers and students are indispensable.
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Vlahava, Kalliopi, and Faye Antoniou. "The relationship between teaching styles and SEN students' reading comprehension achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 62–72. http://dx.doi.org/10.18844/prosoc.v6i7.4513.
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The aim of the current study was to find out which are the characteristics that affect teachers’ preference on specific teaching styles and whether students with Learning Disabilities are benefited by the use of specific teaching styles in the development of their reading comprehension skills. Seventeen English as a Foreign Language teachers and 309 students, 55 of which were identified as students with special educational needs (SEN), aged 9–11 years old, were participated in this study. A questionnaire consisting of four teaching scenarios, in order for teachers’ preferred teaching style to be emerged, and a reading comprehension test, which sought to assess students’ reading comprehension skill and their skill to draw conclusions based on the information given on the text, was given to the teachers and students, respectively. Results indicated a high teachers' preference for the suggestive teaching style when dealing with students with SEN in the mainstream classroom. Findings also showed that teaching styles have a significant impact on their students’ competence of extracting meaning from written text. The most beneficial teaching style to students with SEN was the suggestive one.
Keywords: English as a foreign language, reading comprehension, special educational needs, teaching styles.
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Luik, Piret. "The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary Education." Journal of Teacher Education for Sustainability 12, no. 2 (January 1, 2010): 59–69. http://dx.doi.org/10.2478/v10099-009-0054-x.
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The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary EducationThe present study highlights the implementation of information and communication technology (ICT) in education via the use of many educational software programs from the Internet, which every teacher can use with their students. Some learning materials are produced by individuals who are not aware of the pedagogical principles and do not know how to produce effective educational software. Therefore, the question arises: Are the teachers competent in choosing multimedia learning materials? And if they compose multimedia learning materials by themselves, are they aware of the features of multimedia which are effective or which hinder learning? The study was carried out to seek answers to these questions and find out the relationships between the teachers' evaluation of software used and the learning outcomes by students in primary education. The results are based on a correlation study where 34 multimedia drills and practice materials were used for learning. Each multimedia drill was evaluated by ten primary teachers, who had used these drills with their students and saw how the students managed with each particular drill. The evaluations by the teachers were gathered by means of questionnaires, using a 10-point scale covering 17 aspects of the drills. Each drill was used by 80 students of the 3rdform from the same schools. The learning outcomes provided by the students were evaluated by pre- and post-tests. The results of the study imply that the teachers were not able to recognise efficient multimedia learning materials.
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Ciuladiene, Grazina, and Brigita Kairiene. "The Resolution of Conflict between Teacher and Student: Studentsí Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 107–20. http://dx.doi.org/10.1515/jtes-2017-0017.
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AbstractThe important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students’ behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students’ point of view. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students. Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy. The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding students’ experience would allow teachers to better respond and manage students’ reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.