Abstract
This article aims at investigating the relationship between English instructors’ approaches to teaching and student incivilities in their classrooms. Previous studies revealed that student incivility could be influenced by variables such as class size, subject matter, and academic achievement. In this study, 137 English instructors filled in two sets of questionnaires, one probing into the instructors’ approaches to teaching and the other asking for student incivility. The results indicated that the facilitative teachers reported to have encountered fewer students’ incivilities in classrooms. The importance of this finding is that an instructor’s belief in a certain instructional school of thought can deeply influence his or her conception of students’ incivilities in a way that he or she does not even notice these incivilities in the classroom.
Highlights
Teaching is well-nigh the point of the whole educational enterprise and establishment aimed at producing students’ learning (Gage, 2009)
137 English instructors filled in two sets of questionnaires, one probing into the instructors’ approaches to teaching and the other asking for student incivility
A significant correlation between the executive approach and student incivility is observed. Even so this correlation is meaningful at the level of 90%, this significance is sufficient to make it possible for the executive approach to find its way to multiple regression analysis as the second predictor variable
Summary
Teaching is well-nigh the point of the whole educational enterprise and establishment aimed at producing students’ learning (Gage, 2009). “Each of these characterizations carries with it defined orientations towards what teaching is, what essential skills it involves, and what teachers must know. They contribute to defining different approaches to the preparation of teachers” The term approach indicates a set of beliefs, whether explicit or implicit, about teaching and teacher’s work, including underlying assumptions. Irrespective of the term used to describe the concept of approach, teachers’ educational beliefs influence what they do and how they teach in the classroom (Connelly & Ben-Peretz, 1980; Connelly and Elbaz, 1980; Gutek, 2006). Irrespective of the term used to describe the concept of approach, teachers’ educational beliefs influence what they do and how they teach in the classroom (Connelly & Ben-Peretz, 1980; Connelly and Elbaz, 1980; Gutek, 2006). Hawthorne (1990) asserts that teachers’ beliefs towards learners, learning, teaching, and curriculum directly influence what and how teachers teach
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of English Language Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
