Teacher Self-disclosure Research Articles

Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars: A Structural Equation

Understanding the factors contributing to the persistence and retention of students in science, technology, engineering, and mathematics (STEM) is among the main issues of concern within STEM post-secondary education. The literature suggests that teacher self-disclosure and emotional and behavioral engagement play a significant positive role in the learning process across disciplines. Such factors may lead to improved academic achievements and retention in STEM disciplines. A variety of studies examined the relationship between teacher self-disclosure and emotional and behavioral engagement within the field of humanities, but less within the fields of STEM. This study used structural equation modeling (SEM) to examine the relationship between teacher self-disclosure and emotional and behavioral engagement of 208 undergraduate students enrolled in a two-year Freshman Research Immersion program. The results showed significant relationships between different aspects of teacher self-disclosure and classroom engagement. Additionally, STEM students view that high amounts of teacher self-disclosure can be related to negative aspects of classroom engagement such as emotional engagement anxiety. The study’s significance lies in practical recommendations associated with the strategic use of instances of teacher self-disclosure while teaching STEM classes and ways to support STEM undergraduate students’ levels of classroom engagement.

Teacher Self-disclosure as Essential Factor for Instructional Strategy and Content Building in ESL Writing Classroom

Teacher Self-disclosure as Essential Factor for Instructional Strategy and Content Building in ESL Writing Classroom

Analyzing Teachers' beliefs about the Desired Classroom: A Phenomenological Study of the Intellectual System of High School Teachers

Aim: The purpose of this study is to analyze teachers' beliefs about the desirable classroom. Teachers' beliefs about a desirable and ideal classroom are important in the sense that these beliefs shape teachers' expectations, actions, and behaviors in the classroom and influence better education that meets students' needs.
 Methods: The method of study was qualitative and phenomenological and the data were analyzed using Culizzi method. The population of the study consisted of all teachers in the first and second grade of Kermanshah city during the academic year 2018-2019, of whom 15 individuals were selected through purposeful sampling for in-depth interviews. Interviews were audio recorded, transcribed, and coded through Epochs method.
 Findings: After analyzing the data, 3 main categories were obtained. The categories of behavior-oriented beliefs, which includes the subcategories of multidimensional upbringing, control, boundaries, non-discrimination-justice and personality. The category of relationship-oriented beliefs include empathy and acceptance, knowing the psychological world, teacher's self-disclosure, relationship with peers, motivation and interest, support, respect and trust, counseling and consultation, teacher's relationship with parents, modeling, changing and cultivating personality traits, and family. Also, beliefs aimed at teaching under the categories of knowledge, attention to individual differences, teaching method (transfer of concepts), educational technology, teacher's appearance, physical structure of the class, time, learning, educational level, limitations, teacher's age, teacher's experience, the role of education includes student's readiness, and intelligence.
 Conclusions: According to the findings of this research, it can be said that teachers' beliefs about the desirable classroom have a wide range that is not limited to the behavior of the teacher or student and other factors such as family, teacher relationship with parents, physical structure of the class and teaching style also affect this.

Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and Teacher Self-Disclosure in Focus

Teaching is considered a high-risk profession for suffering from burnout syndrome. Burnout syndrome not only affects the person who suffers from it, but also everyone around them, e.g., family, friends, co-workers, students and parents. The main purpose of this study was to find the correlates of burnout in EFL teachers. Thus, it was conducted to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus and Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach and Jackson, 1981), and Teachers' Educational Belief Questionnaire (Chan Elliot, 2004). The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research questions. Analyzing the data collected through the questionnaires indicated that there was a positive correlation between some dimensions of teacher burnout and those of teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’ and teachers’ traditional beliefs were positively correlated. Conversely, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs. However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were found to be corelated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.

Teacher self‐disclosure in adult ESL curriculum

Teacher self‐disclosure (TSD) in second language education curricula includes a teacher’s social and personal experiences, family, opinions, likes and dislikes, and identity as contexts and examples for teaching vocabulary, grammar, listening, speaking, reading, and writing. Using contexts from the teacher’s self‐disclosure, language learners can connect to their new communities and social situations associated with learning a second language. This study investigated the potential of TSD to support the intersection between second language teaching curriculum as a lexico‐syntactic system with a more sociocultural communicative usage activity perspective. The analysis suggests that TSD provided authentic contextualizations for the grammar or vocabulary objectives being taught. For their part, the teachers spontaneously integrated TSD, demonstrating their curriculum‐making abilities by providing meanings and cultural insights not readily available in the standardized lesson.

Teacher Self-Disclosure: a literature review

To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.

Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self

ABSTRACT This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 ‘working class’ student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher education. A key finding concerns participants’ highly classed desired future teaching identity: they expressed a strong desire to be a relatable and inclusive teacher, which they conceptualised as being approachable, caring and supportive of all pupils. To varying degrees, they felt that becoming this type of teacher could be achieved in part through ‘sharing the (classed) self’ with their pupils. Building on research about diversifying the teaching population internationally, and critical arguments for and against ‘ethnic matching’ approaches, the findings are examined from the perspective of ‘class matching’ as well as teacher self-disclosure with respect to social class.

Online Education & MOOCs: Teacher Self-Disclosure in Online Education and a Mediating Role of Social Presence

In online education, students have been observed to face a few barriers in the overall learning and experience such as the absence of physical presence of the instructor, lack of instructor-student relationship, lack of student satisfaction and perceived learning. This research was conducted to study a few key variables in online education that may or may not have their effect on the perceived knowledge gain by students such as teacher self-disclosure, social presence, and teacher-student relationship satisfaction. This study is significant because it will provide important variables to universities offering online courses which may assist them in enhancing the learning process. Research shows factors that will positively impact the relationship between teachers and students. Through a convenience sampling technique, a total of 307 responses were collected through a close-ended questionnaire from the students of the virtual university in Karachi, Pakistan. Structural equation modeling (PLE-SEM) was used to evaluate the relation between the variables and co-relational design was used to find out the correlation between the 4 variables used in our study. The results of our study showed positive and significant relationships among all the variables, however, the p-value of social presence and relationship satisfaction did not support the relationship of both variables with each other.

ELT formation course program and pre-service teachers’ perceptions of self-disclosure

Teacher self-disclosure, simply defined, is the intuitive understanding of private feelings, thoughts or experiences between interlocutors. It is revealing information about yourself to others. This revealing is believed crucial in developing a fully intimate relationship between teachers and students which might give cause for students’ engagement, class participation and might boost their foreign language learning. The purpose of this study, therefore, is to investigate the perception of appropriateness of teacher self-disclosure of the pre-service language teachers in Turkish context and to compare whether there is a significant difference between teachers’ beliefs who attended a pedagogical formation course program and who did not. The data was collected from 140 ELL junior students and 77 pedagogical formation course students at a Turkish university through the appropriateness of teacher self-disclosure scale. Compared to the related studies for the appropriateness of pre-service teachers’ perceptions of self-disclosure, the study presents some important similarities but also differences in terms of the topics used in the questionnaire.

교사 자기개방이 피드백 수용과 정서 그리고 참여행동에 미치는 영향: 피드백 유형별 접근

교육과정평가연구는 초·중등교육 분야의 전문 학술지로서 연 4회(2/5/8/11월) 발간되고 있는 한국연구재단(구 한국학술진흥재단의 '등재학술지'입니다. (등재년월:2005년 8월) 초․중등교육과 관련된 미발표 연구 논문으로 학술지를 발간하며, 세부 주제는 교육과정ㆍ교과서, 교수학습ㆍ교사교육, 교육평가로 나눌 수 있습니다. 모집 논문 주제에 적합한 논문을 대상으로 본원의 학술지 투고 논문 심사 기준에 따라 분야별 전문가 3인의 심사위원 심사결과를 토대로 학술지 편집위원회에서 최종 선정됩니다. 투고하는 논문은 학술지 「교육과정평가연구」 연구윤리 규정을 준수하여 작성하며, 편집위원회에서는 유사성 여부를 점검합니다.

Relationship between teacher self-disclosure and teaching style: Perception of EFL teachers

AbstractThe purpose of the current study was to investigate the level of EFL teachers’ self-disclosure and to see if there was any relationship between the instructors’ level of self-disclosure and...

University Students’ Perceptions of the Effects of Teacher Self-Disclosure in the English Language Classroom

<p><em>The purpose of this study was to elicit university students’ views about the potential effects that teacher self-disclosure may have in the English language classroom. Teacher self-disclosure—defined as the use of personal information to explain the course content to students in the classroom—was implemented in the ‘spoken English’ course in three sessions. The research method for data collection was interviewing 15 first year students attending the course. Thematic analysis was employed to develop common themes from the respondents’ answers. Results suggest that teacher self-disclosure might be used as an effective instructional practice to increase student motivation, develop a positive teacher-student relationship, enhance cognitive learning, and seek students’ attention in the learning process.</em></p>

I Know My Professor: Teacher Self-Disclosure in Online Education and a Mediating Role of Social Presence

ABSTRACTAcknowledging the importance of teacher–student relationship for effective learning experiences, the present study examined the role of teacher self-disclosure and social presence in online education. An online survey was conducted from a sample of 262 undergraduate students with online class experiences. The findings suggest that students’ perception toward teacher self-disclosure increased students’ feeling of social presence about their teacher. Then, social presence in turn led to teacher–student relationship satisfaction, which ultimately increased perceived knowledge gain. Importantly, the association between teacher self-disclosure and teacher–student relationship satisfaction was mediated by social presence.

Teacher–student relationship in online classes: A role of teacher self-disclosure

Considering the unique nature of online environments, which limit some aspects of nonverbal communication, fostering robust and lasting teacher–student relationships in online classes may be challenging. Moreover, the structural features of online settings may create a learning environment where students have minimal knowledge about the instructor. The role of teacher self-disclosure (SD) in e-learning settings rarely has been tested, although decades of instructional communication research demonstrate its significance. Structural Equation Model analysis results suggest that teacher self-disclosure and students' emotional responses toward teacher SD enhance teacher–student relationship satisfaction, which in turn increases perceived knowledge gain and class satisfaction. Further, the current study compares teacher SD and its impacts in online and FtF classes by conducting a multiple group comparison analysis. Findings suggest that the effect of teacher SD upon teacher–student relationship satisfaction is stronger online compared to FtF classes.

Faculty and Facebook friending: Instructor–student online social communication from the professor's perspective

U.S. college faculty with Facebook profiles (N=308) were surveyed about their expectations of students' perceptions of their credibility, professionalism, and approachability in the classroom, as well as mutual connectedness with their instructors, resulting from out-of-classroom socializing with them and teacher self-disclosure on Facebook. Consistent with uses and gratifications theory, these teacher attributes made up the Professors' Expected Relationship Compensation scale (PERC), which was correlated to professors' frequency of Facebook interaction with students (r=0.41, p<0.001). Multiple regression confirmed the persistence of this large-sized effect after accounting for the influence of six other variables, including instructors' level of self-disclosure. These characteristics have been shown to relate positively to student-reported enhancements of academic outcomes and satisfaction. Faculty participation in non-academic, online interaction through Facebook shows great promise for augmenting student perceptions of their college experience and academic performance because it aligns professors' uses with students' expectations.

Facebook-Induced Motivation Shifts in a French Online Course

This study explores the effects of instructor’s self-disclosure using the Facebook social networking online platform on students’ motivation types in an online language course. The participants were 104 beginning French students enrolled in an online French course at a major research university in the southeast U.S. The participants were divided into a Facebook group, where they could access the instructor’s Facebook profile throughout the semester, and a control group. The Academic Motivation Scale (Noels, Pelletier, Clement, & Vallerand, 2003) was used for determining whether the participants were intrinsically or extrinsically motivated, anchoring this research within the Self-Determination Theory model (Deci & Ryan, 1985). Post-treatment results indicated that participants assigned to the Facebook group experienced a significant shift in motivation type that research has determined as being beneficial for language learning (Gardner, 1985). No such shift occurred in students assigned to the control group. This shift is of particular importance in an online course environment where the instructor’s Facebook profile was the only means of teacher’s self-disclosure unlike a face-to-face environment where teacher self-disclosure can occur spontaneously.

Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and political perspectives (including their own) for citizenship education, and it explored the challenges of integrating teacher self-disclosure into teaching. Data from interviews with six preservice teachers indicate that they did not consider it acceptable for teachers to talk about their religious beliefs and political perspectives for fear of (1) disagreeing with their students, (2) the possibility of students' having limited understanding or misunderstanding, and (3) the risk of inciting conflicts with parents and the school administration. The study suggested that teacher education programs should provide courses and field experiences for preservice teachers to develop their attitudes to better comprehend citizenship curriculum and citizenship education.

The Relation Between Teacher Self-Disclosure and Student Motives to Communicate

Teacher behaviors have an impact on student engagement. This study examined the relation between teacher self-disclosure and student motives to communicate in the classroom. Three dimensions of teacher self-disclosure were studied: amount, relevance, and negativity. Results indicated that (a) the teacher self-disclosure dimension of negativity was related to the relational, participatory, excuse-making, and sycophancy motives; and (b) the amount and relevance dimensions of teacher self-disclosure were related to the functional and participatory motives.

Preservice and inservice teachers’ perceptions of appropriateness of teacher self-disclosure

This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.

Teacher Self-Disclosure: Amount, Relevance, and Negativity

This study focused on teacher self-disclosure in the classroom and the introduction of a measure that encompasses three dimensions of teacher self-disclosure: amount, relevance, and valence. Although other measures of self-disclosure exist, including a unidimensional scale for quantity of teacher self-disclosure, past research indicated that teacher self-disclosure entails more than just the amount. Specifically, we determined that relevance and valence are important dimensions of teacher self-disclosure. Additionally, the three dimensions of teacher self-disclosure related to course affect, affect for the instructor, student motivation, teacher clarity, and student interest. The Teacher Self-Disclosure Scale revealed a suitable level of reliability (α = .80 amount; α = .88 relevance; α = .84 negativity) and evidence of criterion validity.