Perceptions Of Teacher Behaviors Research Articles

La predicción de la credibilidad docente sobre la motivación de los estudiantes: el compromiso y la satisfacción académica como variables mediadoras

Students’ perceptions of teachers’ behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students’ perceptions of teacher behavior and its relationship with academic motivation. In this sense, students’ perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.

The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables

Students' perceptions of teachers' behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students' perceptions of teacher behavior and its relationship with academic motivation. In this sense, students' perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.

Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions

Teachers’ interpersonal behavior in class is important for teacher and student emotions. Often the same rater (either teacher or students) is used to assess both perceptions of teacher behavior and emotions, which makes it vulnerable to common-method bias. Including other perspectives on teacher behavior has been proposed as a solution, but it is unclear to what extent different perspectives are correlated and how to separate their shared and unique variance in explaining emotions. Behavior of 80 teachers was rated from three perspectives (observers, students, and teachers) in terms of Agency (i.e., social influence) and Communion (i.e., friendliness). The three perspectives overlapped more strongly for teacher agency than for communion. Especially for students, teacher communion was a stronger predictor of emotions than agency. Our innovative statistical approach showed that the strong association between ratings of teacher behavior and emotions of the same rater are unlikely to result from common-method bias only.

DEVELOPMENT OF THE “PERCEIVED TEACHER BEHAVIOURS” SCALE IN PRIMARY SCHOOL

The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.

영유아 건강증진을 위한 교사 행위에 대한 예비유아교사의 인식연구

영유아 건강증진을 위한 교사 행위에 대한 예비유아교사의 인식연구

Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation.

Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly increased students' perceptions of all autonomy-supportive teacher behaviors and students' need satisfaction. At follow-up, we found that WB-ASIP led to a significant decrease in students' perception of teacher intimidation behaviors and students' autonomy frustration. These results suggest that a web-based intervention program to enhance PE teachers' autonomy-supportive behavior and minimize their controlling behavior was partially effective in positively changing their students' perceptions.

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

ABSTRACTThis study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.

Latino High School Students’ Perceptions of Caring: Keys to Success

This mixed methods investigation specifically examined Latino high school adolescents’ perceptions of teacher behaviors that demonstrate caring. A chi-square test was conducted to analyze the frequency of responses, and focus group interviews were conducted to expand on the results. The data indicated that although Latino male students were as likely to perceive the same behaviors Latina female students perceived as important or very important, a higher percentage of female students rated the same items as important. This investigation situates Latino high school adolescents’ voices as a pivotal agent to inform about the critical nature of caring for all students.

Caring for Students: What Teachers Have to Say

In this exploratory qualitative study we examined teachers’ perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers’ voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology.

Students’ perception of effective clinical teaching and teacher behaviour

Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.

Relations Among Grade 4 Students’ Perceptions of Autonomy, Engagement in Science, and Reading Motivation

The authors extend previous work on students’ perceptions of teachers’ autonomy-enhancing and autonomy-suppressing behaviors in relation to students’ engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also examine perceptions of teachers’ behaviors in relation to students’ reading motivation. Students’ perceptions of teacher behaviors predicted students’ feelings toward and engagement in science but relations differed from Assor, Kaplan, and Roth's (2002) work. Reading motivation was most consistently predicted by perceptions of allowing criticism and independent thinking. Perceptions of task and topic relevance did not significantly predict students’ engagement, or motivation when included with the other autonomy-affecting behaviors. These relations were found for all students in the sample, irrespective of language minority status or science instructional condition.

A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial

BackgroundThe physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children’s motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons.Methods/designThis study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect.DiscussionStudy findings will inform the development of effective SDT-based teaching strategy interventions to enhance students’ psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents’ PA levels, and thereby provide beneficial population health outcomes.Trial registrationThis trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258.

Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation

.Adolescents' subjective well-being (SWB) is associated with a variety of schooling experiences, particularly their perceptions of teacher support. This article presents results of a mixed-methods study conducted to identify which types of perceived social support enacted by teachers are most strongly associated with middle school students' SWB (quantitative component) as well as student-reported specific teacher actions and/or comments that communicate social support (qualitative component). Four hundred and one students completed self-report measures of SWB and social support; 50 students participated in eight focus groups to uncover students' perceptions of teacher behaviors that communicate support. Findings from a simultaneous regression analysis indicated that perceived teacher support accounted for 16% of the variance in students' SWB, and that emotional support and instrumental support uniquely predicted SWB. Themes that emerged during focus groups included the following: Students perceive teachers to be supportive primarily when they attempt to connect with students on an emotional level, use diverse and best-practice teaching strategies, acknowledge and boost students' academic success, demonstrate fairness during interactions with students, and foster a classroom environment in which questions are encouraged. Gender differences emerged in the qualitative stage of the study only.

Latino and White High School Students' Perceptions of Caring Behaviors

This study examines Latino and White high school students' perceptions of teacher behaviors that convey caring. Major findings of students' perceptions generated five dominant themes: (a) provide scaffolding during a teaching episode, (b) reflect a kind disposition through actions, (c) are always available to the student, (d) show a personal interest in the student's well-being inside and outside the classroom, (e) and provide affective academic support in the classroom setting. I highlight similarities and uniqueness between the two ethnic groups, generating new information that teachers can use to examine their own practice to determine the extent of culturally responsive caring.

Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some differences among groups were found on students’ perceptions of teacher behavior as measured by the Questionnaire on Teacher Interaction, and on motivational beliefs assessed by the Motivated Strategies for Learning Questionnaire. Overall, the results show that perceptions of teacher proximity and influence have implications for AV and TA motivation, but are not significant in students with learning disabilities. The findings are discussed with special attention given to LD and TA.

The relationship between student interest and teacher's use of behavior alteration techniques

Two hundred and nine college students completed surveys that pertained to their perceptions of teacher behaviors (BATs) and their level of interest. Interest was measured using the Frymier, Shulman, and Houser (1996) Learner Empowerment Scale. Not only do the results indicate that pro‐social teacher behaviors are related to increased levels of student interest, but results show that different teacher behaviors are differentially related to the separate dimensions of interest. This supports earlier assertions by Weber, Martin and Patterson (2001) that interest is a multifaceted construct providing teachers with different avenues to influence their students’ affective responses.

Teachers' Perceptions of Their Students' Gender Roles

Attitudes and perceptions of teacher behavior regarding students' gender roles were investigated. A questionnaire was administered to 221 Israeli teachers and responses were analyzed according to gender and education setting. Results indicate no extreme egalitarian or chauvinistic responses. In general, elementary school and female teachers gave more gender egalitarian responses to questionnaire items in comparison with male and secondary school teachers. Only 15% of teachers in this sample had attended courses on gender equality. Over 50% of teachers did not respond to the question concerning their school's gender policy. Those findings may reflect a relative lack of teacher awareness concerning the in-depth nature of gender stereotypes and their overall influences. Results may indicate compulsory courses and seminars on gender self-awareness during teacher training.

Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000

Language and cultural factors in students' perceptions of teacher communication style

This study sought to identify some of the ways in which culture relates to students' perceptions of teachers, and to provide possible interpretations for these perceptions. An underlying concept for this study is the belief that a teacher's interpersonal actions, in which s/he creates and maintains a positive classroom atmosphere, is vitally important to the quality of teaching. In this investigation, interpersonal teacher behavior, or communication style, was analyzed from both the students' and teachers' perspectives, and related to students' cultural background and class composition. There were four research questions and hypotheses: Hypothesis 1: Latino and Asian students will perceive significantly greater teacher dominance than Anglo students. Hypothesis 2: The longer a nonnative English-speaking student has lived in the U.S., the more similar will be his/her perceptions of teacher communication style to those of students born in the U.S. Hypothesis 3: The greater the number of different cultures and percentage of students from non-US cultures in class, the greater will be the class's perception of teacher dominance. Hypothesis 4: Teachers' perceptions of their own communication styles will be closer to U.S. students' perceptions than to those of Latino and Asian students. Hypothesis 3 was confirmed, hypotheses 1 and 4 were partially confirmed, and hypothesis 2 was not confirmed. Thus, the study showed that students' cultural background is significantly related to their perceptions of teacher behavior. In addition, while teachers seem to behave differently in class depending upon its cultural composition, they do not appear to be aware of the differences in the way they are perceived by students.

The Middle School Child's Perceptions of Caring Teachers

Caring fosters emotional and intellectual growth of students. This study presents sixth-grade students' perceptions of teacher behaviors they interpret as caring. An ethnographic technique of open-ended written responses was used with students from ethnically diverse schools in the metropolitan New York City area. The analysis of the responses indicated demographic differences. Student's perceptions of caring differ by ethnicity and sex. Teacher awareness of such differences is important to develop and maintain mutual receptivity within the classroom and to maximize student social and emotional growth.