Abstract
The extended situational teaching model is a variation of situational teaching, which itself has roots in situational leadership. Application of situational leadership in education requires the teacher to lead students through various stages of the learning process. This paper presents the relationship between performance measures of extended situational teaching and common pedagogical tools in engineering classrooms. These relationships outlined the response of students at different preparation levels to the application of various course components, including classroom activities and out-of-classroom assignments, in respect to task and relationship behaviors. The results of a quantitative survey are presented to support the existence of such a relationship and to demonstrate the effectiveness of the extended situational teaching model. The survey covered 476 engineering students enrolled in nine different courses over a four-year period within the civil engineering program. The statistical analysis of the survey responses proceeded in two stages. The first stage of the analysis evaluates whether the survey tool can resolve meaningful differences between the categories of the situational teaching model, and provides aggregate recommendations for each category. In the second stage of the analysis, the specific instantiation of these categories is broken down according to academic standing (grade point average) and academic level, offering support for an extended situational teaching model. Conclusions discuss the statistical characteristics of the results and correlations between selected pedagogical tools and performance measures.
Highlights
Situational leadership is a well-recognized model in organizational management
The theory of situational leadership is based on the leadership style theory by Reddin (1967), which was further developed by Hersey and Blanchard (1969) [1,2]
This paper aims to address the quality of the relationship between situational teaching styles and common pedagogical tools in an engineering classroom, as framed in the extended situational teaching model
Summary
Situational leadership is a well-recognized model in organizational management. The theory of situational leadership is based on the leadership style theory by Reddin (1967), which was further developed by Hersey and Blanchard (1969) [1,2]. This figure manifests four zones of T1, T2, T3, and T4, each introducing specific characteristics of leadership, tagged as Guide, Coach, Support, and Delegate, which define the leader-follower connection in respect to task and relationship. A similar pattern can be traced through a more longitudinal career in structural engineering scholarship This variation in the situational teaching timeline necessitates an extended model to account for the different scales in its application. The first, second, and third consecutive cycles are labelled Tn, Tn’, and Tn”, respectively, where n indicates the referenced number of the style
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