Immigrant and host pupils' expectations of teachers

Abstract

This study examined expectations of teachers on the part of immigrant pupils and their host peers, as well as the expectations which members of each of these groups attribute to their counterparts in the other group. Questionnaires were administered to 1710 pupils in Israeli primary and secondary schools—610 immigrants from the former Soviet Union and 1100 of their classmates. Immigrant and host respondents were asked to indicate the extent to which they expected their teachers to meet criteria in the areas of help and assistance, teaching competence, and fairness; they also assessed the extent to which these teacher characteristics are important for members of the other group. Results showed greater expectations for help among host pupils, and greater expectations for competence among their immigrant peers. It was also found that host pupils believe teachers' help to be more important to the immigrants than is actually the case; conversely, immigrants tend to underestimate the importance of help to their host peers. These findings were explained in terms of both cultural differences between the groups and aspects of the immigrants' situation.

Secondary school pupils’ perceptions of burnout among teachers

“…Our understanding of pupils' perceptions of burnout among teachers can be informed by knowledge, from the characteristics of 'good teachers', as de ned by pupils. It seems that secondary school pupils evaluate their teachers according to their capability to teach a subject matter, their sensitivity to pupils' individual needs (Cullingford, 1987), and expect their teachers to be (in descending order of importance) fair, competent and helpful when needed (Tatar & Horenczyk, 1996). The learning environment in secondary schools frequently emphasises the instruction component of the teacher's role (Harter, Whitesell & Kowalski, 1992), and the pupil role of adolescents (Lackovic-Grgin & Dekovic, 1990).…”

The impact of Virtual Reality on the awareness of teenagers to social and emotional experiences of immigrant classmates

“…The Awareness questionnaire was developed in the Institute for the Advancement of Education (Sever 1997) at the Hebrew University in Israel, and has been used in a number of studies (Tatar and Horenczyk 1996). Its reliability was found to be Cronbach Alpha 0.82 (Lerner 2002).…”

Acculturation and theschool

“…Generally, young adolescents see parents as more important providers of social support than either peers or teachers (DuBois, Felner, Brand, Adan, & Evans, 1992). In the context of school and well-being in school, however, the teachers' role is important, both with respect to achieving academic goals (instructional support) and with regard to the regulation of emotional and social processes (emotional support) (Berndt, 1999;Furman & Buhrmester, 1992;Tatar & Horenczyk, 1996;Wentzel, 1998).…”