Behavioural Strategies of Teachers in Japan

Abstract

When knowledge and skills are lacking, the help of another person in one degree or another is usually needed. Those who perform the latter function are operationally described variously-according to different sub-cultural and occupational traditions-as trainers, supervisors, coaches, instructors, tutors, and teachers. Schooling is such a collaborative activity. It requires the constant effort of teachers to carry young people ever further forward in the development of their knowledge and skills. The effects of schooling, however, have always been more a matter of being able to make assumptions about them than being able to draw precise conclusions about their nature. The most comfortable assumption made is that, however abstrusely, schooling bestows a benefit. It is a good rather than a bad. Yet there is evidence, as judged by autobiographical and verbal testimony, that schooling can have negative, as well as positive, effects on individuals. These effects in both good and bad categories are most likely to derive in part from attitudes and memories resulting from such variables as the experience of learning, the image formed of particular subject fields, relating to authority, peer ranking, and the treatment of and by peers. But the predominant factor to be taken into account when formulating and assessing the perceived product or outcome of schooling is the impact made by each individual teacher upon the child, young person, or student. Whilst it is possible for a succession of teachers to make seemingly little impression on a particular young person at the time, it is the typical case that every adult in later years can remember at least some of his or her teachers and can attribute positive or negative influences to each. The extent of a teacher's own knowledge and skills is clearly an important variable affecting the outcomes of schooling (Calder and Grieve, 2004). The subject knowledge and presentational skills of a teacher clearly can excite or disappoint a pupil. Yet the level of the teacher's own learning and specific delivery of it do not necessarily correlate positively with the pupil's attainment level in the same subject. Teaching is more than knowing something yourself and putting it over very cleverly to a young person. The true focus of the teacher's work is learning. Learning is partly a voli-Behavioural strategies of teachers in Japan

Managerial hubristic-behavioral strategy: how to cope with chaotic and uncertain contexts

“…The concept of behavioral strategy is not new in the school context, although contributions focused exclusively on the topic are scarce. Some authors have delved into the role of teachers (Paisey et al , 2007), while others have focused on school leadership (Chitpin, 2021). Specifically, behavioral strategy in the school sector is geared at the microlevel to motivate students and enhance the educational experience (Rena, 2011) and at the macro level to support teachers and manage the school organization (Furgeson et al , 2012).…”

Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country

“…Teaching is essentially a behavioral output (Paisey et al, 2007;Hyatt and Filler, 2007), which has been credited to producing desirable levels of student achievement (Tosolt, 2009;Suldo et al, 2009;O'Connor and McCartney, 2007) by affecting favorably their physical and mental health (Larusso et al, 2008) and creating a positive and supportive learning environment (Reinke et al, 2008). Specific teacher behaviors that are believed to have positive effects are those in which students perceive their teachers to be supportive and helpful, deploying diverse teaching practices that are appealing, affirming the students' academic successes, demonstrating fairness and fostering classroom environment that allows curiosity and freedom of inquiry (Suldo et al, 2009).…”

<p>Psychometric properties of the Teaching Competence Assessment Scale in Mathematics. Satisfaction and academic performance prediction model</p>

“…The Secretariat of Public Education of Mexico (SEP) applies the National Plan for Learnings Assessment (PLANEA) nationwide, whose 2017 report showed an average score decline compared to the 2015 baseline; in terms of language and communication, merely 47% of students achieve the minimum essential threshold, whereas results in MAT are even more unsettling, with two-thirds of students not acquiring the expected learnings (PLANEA, 2017). When searching for potential causes, it is believed from previous research efforts that academic performance and the behavior of students in the classroom are related to the teachers' self-perception of their own abilities, as shown by the international literature, which is perhaps not very promising (Espeland & Indrehus 2003;Lizzio et al, 2002;Paisey et al, 2007). However, no studies have compared these variables in Mexico nor analyzed the perception that Mexican students have of their teachers' competencies.…”