Abstract
A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.
Highlights
Reviewing the literature on teaching and learning in academic contexts indicates that effective teaching that leads to effective learning is an ultimate goal of education: Fernandes ([1]; p. 1) notes, “Most educators would agree that the single most important factor affecting student learning is the teacher.” factors such as a well-designed curriculum, parents, and school climate are all important, it is the dynamic relationship between a teacher and his/her students that plays a crucial role in student learning
Batelaan [10] points out that a safe learning context begins with teachers-students and students-students respectful interaction
As revealed by the thematic content analysis of 442 coded statements obtained from focus group discussions and online interviews with the four groups of participants, that is, nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs), three overarching themes emerged: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes, with the first theme being the most recurrent followed by the second and third ones (Table 4)
Summary
Reviewing the literature on teaching and learning in academic contexts indicates that effective teaching that leads to effective learning is an ultimate (if not the ultimate) goal of education: Fernandes ([1]; p. 1) notes, “Most educators would agree that the single most important factor affecting student learning is the teacher.” factors such as a well-designed curriculum, parents, and school climate are all important, it is the dynamic relationship between a teacher and his/her students that plays a crucial role in student learning. 1) notes, “Most educators would agree that the single most important factor affecting student learning is the teacher.”. Factors such as a well-designed curriculum, parents, and school climate are all important, it is the dynamic relationship between a teacher and his/her students that plays a crucial role in student learning. Equality of treatment, and fairness are the desired components of everyday life [8]. Violating these norms of conduct might evoke perceptions of disrespect [9]. Batelaan [10] points out that a safe learning context begins with teachers-students and students-students respectful interaction. Like other fundamental constructs in the social sciences, the meaning of (dis)respect continues to be controversial [11]
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