Perceptions of Students on the Authority of the Teacher in the Classroom

Author(s):

Gladys Merma Molina(presenting / submitting)Diego Gavilán Martín

Conference:

ECER 2016

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 07 C, Authority, Attitude and Care

Paper Session

Time:

2016-08-24

17:15-18:45

Room:

NM-C214

Chair:

Anna Beck

Contribution

The need for effective teachers is one of the most important in recent years educational concerns. Arguments that the teacher is the key determinant of academic success (Roorda et al. 2011), the discussion on what are the characteristics that determine which teachers are effective and the influence of teaching authority in the integral formation of students are issues Relevant (Wang et al., 2011). Pace and Hemmings (2007) argue that the teaching authority is a fundamental component and little-known problem in the classroom, as many teachers recognize that they need authority to succeed in the classroom, but few seem to understand how to develop or maintain it.

For a long time prevailed traditional authority of teachers in students accepted instructions and teacher requests without further questioning, but in the modern world these situations do not mean that the teacher has authority (Roberson, 2014); that is, whether or not the authority imposed the de facto authority, but authority that actually influence the actions and lives of students (Steudel & Spiecker, 2000) is supported. Consequently, there is a difference between authority and power. The authority is understood as the ability to influence the thoughts and behaviors of others, while the power is defined as the ability to control (Roberson, 2014). In this sense, Brubaker (2009) and Elliott (2009) argue that the teacher should know how to win and negotiating authority in the classroom, and that this process must be based on the understanding that the teacher legitimizes their authority whenever the student allow. The student cooperates with the teacher provided the teacher influence the thoughts and behaviors of students are positive and reasonable (Harjunen, 2011).

A lot of research (for example, Hattie, 2009; Jensen, 2010) have shown that the authority of teachers is valued by students through different variables such as knowledge and domain having the teacher of the subject they teach, increased motivation in the classroom (Davis, 2006), motivation for homework (Katz, Kaplan, & Gueta, 2010), achievements (Roorda et al., 2011), the participation of students in the classroom (Davis, 2006), the acceptance of orders and rules by students (Burroughs, 2007) and academic socialization (Wentzel, 2010). In addition, the variables that stand out are the academic and social (Roberson, 2014). Also, we know that effective teachers and have developed their legitimate authority also influence the decrease of negative behaviors in students such as rates of teen pregnancy (Chetty et al., 2011), aggression (Meehan, Hugehes & Cavell, 2003), school failure (Hamre & Pianta, 2005) and decreased impulsivity (Anderman, Cupp, & Lane, 2010).

Starting from the premise that teachers need to develop a legitimate authority (Frymier, 2011, Myers & Martin, 2006) in class and students, and that this is built on the relationship between teacher and pupil, study it is focusing in how students value the authority of their teachers. Focusing on relational elements such as knowledge and mastery of the subject, the teacher's personality, communication skills and interaction with students, the methodology used, the involvement of students in their learning, their ability to control and manage the classroom and their ability to resolve conflicts in the classroom, this study examines the features that characterize the teaching authority, from the perspective of students.

Method

The methodology used is mixed (quantitative and qualitative). The study is based on the design and implementation of a survey. The population under investigation, consists of schools in the city of Alicante (Spain). The sample was randomly stratified by educational level and province. The sampling stage of education is secondary education. As for the types of centers, we have taken into account the public, private and aided schools. The sample consisted of 375 teachers who teach in 1st and 2nd of Secondary Education. The survey was developed by the Research Group of indiscipline and violence in Education, Faculty of Education at the University of Alicante. The survey contains 20 questions, all related to the following issues: knowledge and mastery of their subject teacher, personality, classroom management, communication skills and interaction with students, the methodology used, their ability to engage students in their learning, skills for resolving conflicts in the classroom, his concern for the student learning to students and their fair treatment. The objectives of the survey are to determine, from the voices of students, traits that determine the authority of their teachers, and that allows us to understand why students obey their teachers. To reflect the different categories, the Likert scale was used: Always (5), often (4) sometimes (3) rarely (2) never (1). Data were collected between the months of September 2015 and October 2015, they were transcribed and organized the online platform research group of the Faculty of Education at the University of Alicante. Subsequently, the analysis and interpretation was performed. Statistical analyzes were performed using SPSS 22.0. It has emphasized the descriptive statistics, in order to know the preferences of the students.

Expected Outcomes

The results show that significant differences exist between the issues raised in the different items, the minimum average is 1.59 (my teacher does nothing prevents problems ignores students and is apathetic) and the maximum average is 4, 52 (my teacher respects the students). Some key findings are: Students believe that teachers respect pupils (4.52) dominates their subject (4.45), their behavior is consistent with what you suggest, give good example (4.40) has an interest in all students, not let anyone stop learning (4.39), qualifies and justly punishes offenses (4.34) and seeking harmony and assertive communication (4.31). These results agree with other studies, such as Schrodt et al. (2009), concluding that the attention, trust and empathy are strictly relational forms of communication and that this can be understood as the way in which teachers demonstrate respect for students. Also, the results of investigations corroborate Chetty et al. (2011) and Jensen (2010) have shown that students positively correlate the effectiveness and authority of the teacher with his expertise and the fact that the credibility of the teacher can increase their influence on students and in achieving positive results in learning (Schrodt et al., 2009). The variables with lower averages, which show that students perceive that their teachers do nothing, and ignore the problems of the classroom (1.59) that is intimidating and controller (2.23), and their relationship with students is unconscious and imprecise, and that has a limited creativity (2.38). The results of our study lead us to conclude that to have a good working relationship with their students and a positive environment in the classroom, teachers have to develop and enhance the legitimate authority, as this not only motivate students to achieve their goals academics but will increase the likelihood of developing academic and social identities healthy and constructive (Wentzel, 2009, 2010).

References

Anderman, E. M., Cupp, P. K., & Lane, D. (2010). Impulsivity and academic cheating. The Journal of Experimental Education, 78, 135-150. doi:10.1080/00220970903224636 Brubaker, N. D. (2009). Negotiating authority in an undergraduate teacher education course: A qualitative investigation. Teacher Education Quarterly, 36(3), 99-118. Burroughs, N. F. (2007). A reinvestigation of the relationship of teacher nonverbal immediacy and student compliance-resistance with learning. Communication Education, 56(4), 453-475. doi:10.1080/03634520701530896 Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (Working Paper 17699). Retrieved from National Bureau of Economic Research website: http://www.nber.org/papers/w17699 Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal, 106, 193-223. Elliott, J. G. (2009). The nature of teacher authority and teacher expertise. Support for Learning, 24, 197-203. Hamre, B. K. & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. Harjunen, E. (2011). Students’ consent to a teacher’s pedagogical authority. Scandinavian Journal of Educational Research, 55, 403-424. doi:10.1080/00313831.2011.587325 Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Jensen, B. (2010). Investing in our teachers, investing in our economy (Report No. 2010-6 NOV 2010). Melbourne: Grattan Institute. Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246-267. doi:10.1080/00220970903292868 Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 1145-1157. Myers, S. A., & Martin, M. M. (2006). Understanding the source: teacher credibility and aggressive communication traits. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication (pp.67-88). Boston, MA: Pearson Education, Inc. Pace, J. L. & Hemmings, A. (2007). Authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77, 4-27. doi:10.3102/003465430298489 Roberson, R. R. (2014). Understanding the development of legitimate teacher authority through the teacher student relationship: A qualitative study. Doctoral Thesis. University of Oklahoma.

Author Information

Gladys Merma Molina (presenting / submitting)

University of Alicante, Spain

Diego Gavilán Martín

University of Alicante

General Didactics and Specifics Didactics

Alicante

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