Students' Perspective on Factors Influencing Obedience to Teacher. Comparitive study in Spain and Latvia

Author(s):

Linda Daniela(presenting / submitting)Dita Nimante(presenting)Salvador Gregori

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

The aim of the presentation is to share results from research which was carried out in Spain and Latvia.

To carry out the research there was raised research question – what are the factors in teachers’ work which influence students behaviour and their willingness to follow the teacher’s instructions and rules?

Definitely, it is clear that the way in which learning process is organized affects student’s behavior and how they learn and how much they can learn. There are developed a variety of learning theories, motivation theories and the theories of the classroom managment. There are changes in the educational paradigm from teacher oriented teaching on pupil oriented teaching to promote learning, however, very often there are situations that teachers have to deal with a variety of behavioral offenses, which indicates that there are still issues that have to look for solutions to facilitate the students' desire to learn to increase their educational achievement. After graduating school students should be prepared to continue their studies in tertiary education, or successfully participate in the labor market, they need both -knowledge and competence to use these knowledge in accordance with the objectives of the 21st century challenges. All this puts more and more new requirements for school teaching environment to ensure improvement of pupils' learning achievements not only in the formal level, but also the ability to use specific knowledge. To achieve this, there is not enough with teachers' overall preparedness to teach a particular subject according to the latest findings of pedagogical researches. It is also necessary to understand the changes in students’ perception, learning habits, to understand the students' socio-emotional competence, important personal aspects of the student so that they would be ready to listen to the teacher to be able to learn all that is offered by the teaching environment and the ability to use these competencies.

To address these problems, it is important to find out which competences teachers need to improve to promote students' desire and willingness to follow the teacher's requirements, which is essential to the success of the learning process and student cognitive development according to their abilities and needs.

This study analyzes the students' opinion about above mentioned problematic to use the results in teacher training process planning and implementation in study process to prepare more competent student teachers.

Significance of this study is its extended dimension, in a study done in two European countries where each of them has a lot in common, but also different. The study shows do these national differences also affects what students expect from their teachers to follow the rules to learn better, to achieve more and to be competent and responsible European citizens.

Method

Research was carried out in schools of Spain (Valencia) and Latvia. As instrument of research there was used structured questionaire, where questions were diveded in three parts. In first part of questionaire students were asked to evaluate statements about teachers’s work in classroom, in comunication with students and in problem solving. They had to evaluate in which extend each teachers’ activity encourage students to follow the rules set by teacher. Students had a possibility to rank these statements by levels from 5 to 1, where 5 – always follow the rules set by teacher, 4 – almost always follow the rules set by teacher, 3 – sometimes follow the rules set by teacher (approximately half of rules), 2 – seldom follow the rules set by teacher and 1 – never follow the rules set by teacher. Students had a possibility to use answer “do not know the answer” In second part of questionaire students had to evaluate teachers’ attitude towards students and their problems. They had possibility to range all statements by using Likert scale from 1 to 5, where 5 – always and 1 – never. In this part students could use possibility to use “do not know the answer”. In thirds part of questionaire students had possibility to mark concrete learning subjects, where they face problems with following rules. Authors of the research believe that problems with behaviour is mostly connected with teachers ability to teach, their attitude to students, their ability to solve problems, to differentiate learning process nor with concrete learning subject but it is needed to have data on that. In research there were involved students till 6th grade. Questionares were anonymous and students filled them online to ensure reliability of data

Expected Outcomes

This research is important from several aspects: 1. To find out what competencies teachers lack to ensure that students follow their rules 2. To find out is there any connection with concrete subjects teached or problems are based on teachers ability to work with different students, teachers attitude to students and their problems etc. 3. To find out what changes should be made in teacher preparation process in inservice training and at tertiray level to prepare student teachers 4. To find out which aspects of classroom management should be improved

References

Porter, 2007; Kersey, 2010; Balson, 1995; Canter, 1993; Coloroso, 2002; Dixon, 2001; Dreikurs&Cassel, etc., 2004; Eisenberg, Mussen, Shantz, 1989; Gage&Berliner, 1999; Glasser, 1998; Marzano, Pickering, Pollock, 2001

Author Information

Linda Daniela (presenting / submitting)

University of Latvia

Faculty of Education, Psychology and Art

Riga

Dita Nimante (presenting)

University of Latvia

Pedagoģical, Art and Psychology

Riga

Salvador Gregori

University of Alicante, Spain

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