Comparative Study Of The Teacher's Authority: Factors & Styles

Author(s):

Salvador Peiró-i-Gregòri(presenting / submitting)Aymé Barreda Parra

Conference:

ECER 2016

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 08 B, Paper Session

Paper Session

Time:

2016-08-25

09:00-10:30

Room:

OB-E0.32

Chair:

Ineta Luka

Contribution

Researches showed that truancy, absenteeism, fighting, stealing and drug addiction among others as typical examples of disciplinary problems experienced in the study area. Some explain it as merely a shock due to the development of students (Ulrich, 1981). Willis (1979) and Tillmann (2005)'s researches, among others the analysis of socialization in school have pointed out on numerous occasions that the basic expectations of obedience and good behavior established by the school and the teachers are in conflict independence needs felt by students. Debarbieux and colleagues (1999, ch. 6) and Blaya (2005, 84-85) say it is a great cause that image to understand the school as a unit project, has become illusory.Studies (Peiró, ECER 2007, and others) revealed home, political, social and economic, school environment, school curriculum and peer group (Temitayo & others, 2013) influence among others as the causes of disciplinary problems. Hyndman and Thorsborne (1993) maintain that there are numerous aspects of the school environment and infrastructure that contribute to bullying behaviours. Examples include the sense of competitiveness that is frequently endorsed by school, accepted levels of violence on the playing field, and discipline that is exercised through teacher dominance (Askew, 1989; Caruthers, 1990; Slee, 1988; Woods, 1990).

The solution is not to apply an authoritarian model (Sánchez, 2014), As mentioned in another ECER (Peiró, 2010), Tolman (1998), González et alii (2013), Grasha, etc. identified five disciplinary teaching styles. But is this enough ?; no we need to find out a little more the way of requiring students to be required himself for teachers, if there is justice in the approach to the role of teachers, etc.?

Method

A questionnaire is constructed. This seeks to understand the knowledge accumulated in the literature reviewed (items 1-15) and our previous studies on disciplinary styles (items 16-20). Four groups are dimensions of teaching (knowledge subject explaining, teaching skills, human relations ability and personality) are included. The fifth is said about the styles. The questionnaire’s aim is to ask teachers and students to know answers, analogies and discrepancies. The methods consist on a blended procedures. a) The language’s analysis was used to study documentation & making analysis of articles, etc. b) To compose and design the questionnaire was followed an analytic-synthetic reflection. c) Analytical & phenomenology to classify variables as sets of issues, in order to have a consistent set of questions, thus facilitating the interpretation of the data. d) The empirical for a descriptive -explanatory, surveying through specific questionnaires, applying the EXCEL, calculating averages, standard deviation, and “p” on “t” of Student. e) The use the dialectic of the reasoning with phenomenology as part of the whole work, could be specifically used here with synthetic focus. Also, for to make the discussion and elaboration of conclusions and proposals. They are, therefore, risk indicators, but not are direct causes.

Expected Outcomes

The averages of Alicante -AL- and Arequipa -AR- are respectively the following, as every question of the questionnaire respectively: AL (4,53-4,50-4,63-4,07-4,28-4,37-3,76-3,48-4,24-3,90-4,11-4,35-4,53-4,36-3,83-4,41-2,38-2,06-1,51-4,34) & AR (4,46-4,24-4,15-3,99-4,29-3,91-4,16-3,51-3,78-3,83-3,59-4,13-4,23-4,08-3,38-4,11-3,33-2,47-1,91-3,79) Calculating the standard deviation reveals that data AL (σ between 0.69 and 1.24, but all but two are below 1) are tighter than those of AR (σ between 0.97 and 1, 53 all except the first are above 1.14). To ensure a little more, we proceed to calculate the variance from the mean per question, respectively, for AL and AR, respectively giving a distance, supplementing what is given by σ. Let's see par question: AL (0,49 0,49 0,47 0,72 0,69 0,70 1,06 0,94 0,74 0,87 1,15 0,66 0,62 0,81 0,90 0,67 1,53 1,34 0,84 0,76) & AR (0,94 1,29 1,42 1,26 1,31 1,70 1,27 1,57 1,95 2,19 2,23 1,43 1,46 1,77 1,76 1,45 1,82 2,01 1,59 2,31) To synthesize the empirical analysis, we could develop four clusters. However, we proceed to calculate the Student t test, which gives us the following result par each question respectiveli ordinated: 0,311-0,000-0,000-0,327-0,947-0,000-0,000-0,766-0,000-0,456-0,000-0,006-0,000-0,002-0,000-0,000-0,000-0,000-0,000-0,000 Consequently, more reliable (95%), only the middle whose items are really significant was used. Calculating the arithmetic averages of the grouped data, we have the following groups: 1. Knowledge of the subject (AL 3,853 and AR 3,79). 2. Teaching technique (AL 3,953 and AR 3,875). 3. Ability to promote human relationship (AL 4.4375 and AR 4.0725). 4. Personality (AL 4.50 and AR 4.24). The data show a positive correlation between moderate and weak. To check the empirical provision, based on the response to a questionnaire, it is necessary to conduct studies using participant observation.

References

González, M., López, A. y Pino, M. (2013). Análisis psicométrico de una escala sobre estilos de enseñanza (ESEE). Enseñanza & teaching, 31, 1, 181-198 Peiró, S. (2010) Cultural values crisis, and teachers’ discipline attitudes styles. EERA, Helsinki. Education and Cultural Change. Rojas, A. & Lambrecht, N. Construyendo autoridad moral desde las aulas. Santiago, OREALC/UNESCO. Sánchez, M. L. (2014). Disciplina, autoridad y malestar en la escuela. Revista Iberoamericana de Educación. http://www.rieoei.org/opinion38.htm TALIS (2009). http://www.lasprovincias.es/v/20110116/opinion/autonomia-escolar-talis-pisa-20110116.html Tahull Fort, J.; Montero Plaza, Y. (2015). Malestar en la escuela. Conflictos entre profesores. Educar, Vol. 51, Nº 1, 2015, págs. 169-188 Tillman, L. (2005). Mentoring new teachers: Implications for leadership practice in an urban school. Educational Administration Quarterly, 43(4), 609-629. Temitayo,O; Nayaya, M. A. & Lukman, A. A. (2013). Management of Disciplinary Problems in Secondary Schools: Jalingo. Global Journal Of Human Social Science; Vol13, Issue 14. Metropolis in Focus Ulrich, (1981) en Speck & Whele: Conceptos fundamentales de Pedagogía, Barcelona, Herder, p.75 Willis, P. (1979). Learning to labor: How working class kids get working class jobs. Adlershot, Hampshire, England, Saxon-House.

Author Information

Salvador Peiró-i-Gregòri (presenting / submitting)

University of Alicante

Didáctica General y Didácticas Específicas.

Alicante

Aymé Barreda Parra

National University of San Agustin

Psychology

arequipa

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