Abstract
The research reported on in this article was motivated by the absence of modifications to A model for the study of classroom teaching proposed by Dunkin and Biddle in 1974. In this paper we aim to provide revision input to A model for the study of classroom teaching by adding management capability to the group of school community context. The research examined the suitability of structural equation modelling between managerial capability and the quality of economic and accounting education based on the data, as well as the effect of managerial capability on the quality of economic and accounting education. The research instrument consisted of two inventory sets that were valid and reliable. The validity and reliability of items were tested using Cronbach’s Alpha (Alpha Cronbach’s = .89 and .87; R = .78 and R = .82). Data was collected from 150 principals and 150 economics and accounting teachers. Based on the analysis using the linear structural relations (LISREL) 8.80 version, the results of the study show that: 1) the structural equation model of managerial capability, including managing schools and performing management functions, managing human resources and educational personnel, and managing the learning process, can be used to estimate, predict, or explain the quality of economic and accounting education; 2) managerial capability has a significant effect on the quality of economic and accounting education in schools. Based on these findings, management capability can be included as a revision of A model for the study of classroom teaching. Keywords: managerial capability; quality of economic and accounting education
Highlights
Nowadays, it is widely accepted that to achieve communicative competence (CC) in a target language, it is not sufficient to master the grammar of the language in isolation from its cultural context (Byram, Gribkova & Starkey, 2002; Corbett, 2003)
Proverbs are an integral part of the cultural references and figurative language within the sociolinguistic competence, and despite being “ubiquitous” (Steen, 2014:118), they are usually neglected in foreign language teaching (FLT) and FLT materials
Proverbs and Bachman’s Model of Communicative Competence (BMCC) (1990) Based on a detailed critical review of the available studies, we aim to show how proverbs can contribute to the development of the four competences listed in BMCC
Summary
It is widely accepted that to achieve (intercultural) communicative competence (CC) in a target language, it is not sufficient to master the grammar of the language in isolation from its cultural context (Byram, Gribkova & Starkey, 2002; Corbett, 2003). Since metaphors are a rich and diverse category (Botha, 2009), and each of their sub-types requires special attention, our first aim with this study was to show that proverbs (as conventional metaphors) have features that can be utilised to enhance cultural competence, and overall CC. Following these discussions, our second goal was to identify the extent to which textbooks incorporate proverbs in a way that would foster the development of the communicative language ability of language learners. Books are sometimes even viewed as providers of readymade syllabi (i.e., content and teaching/learning activities) for teachers and can shape much of the practices in language classrooms (Batdı & Eladı, 2016; Engelbrecht, 2008; Kayapinar, 2009; Wall & Horák, 2011)
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