Influence of Gender and Age of Teachers on Teaching: Students Perspective

Shah, Shilpa; Udgaonkar, Usha Subodh

doi:10.20546/ijcmas.2018.701.293

Cited by 22 publications

(17 citation statements)

References 6 publications

(4 reference statements)

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“…vs. PhD) was examined. Although some research has been carried out on the influence of the teacher’s gender,59,60 the teacher’s age,61 and how the teacher dresses,62 no research was apparent that has explored the moderation of the teacher’s education. This study goes one step further by exploring the moderation of the teacher’s education on the transferal of work passion from teachers to students.…”

Section: Implications For Researchmentioning

confidence: 99%

<p>Association between a teacher’s work passion and a student’s work passion: a moderated mediation model</p>

Gilal¹,

Channa²,

Gilal³

et al. 2019

PRBM

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PurposeResearch in the education domain has noted the importance of work-based passion and has repeatedly highlighted how passion influences positive work outcomes. However, far too little attention has been given to investigating whether one’s passion can be transferred to others. Using two theoretical lenses – crossover theory (CT) and emotional contagion theory (ECT) – the present study intends to deepen our understanding by examining whether a teacher’s work passion can be transferred to a student.MethodsTo address this knowledge gap, we recruited students and their subject teachers (n=226 teacher-student dyads) from the major business schools of Pakistan, based on the convenience sampling method, during the period from November to December 2018. An exploratory factor analysis was run to extract the dimension underlying each construct. A confirmatory factor analysis was conducted using AMOS 24.0 to assess the discriminant and convergent validity of the measurement model. The SPSS PROCESS macro was used to test the hypotheses using SPSS 24.0.ResultsConsistent with the hypotheses, our results show that a teacher’s work passion can be transferred to a student’s work passion indirectly via emotional contagion. Our data further establish that the transference of a teacher’s work passion to a student’s work passion via emotional contagion is more significant when the teacher is educated at PhD level than when she/he is non-PhD educated.ConclusionTo the best of the authors’ knowledge, this study has been one of the first attempts to thoroughly examine work passion transference from teachers to students in the area of higher education and offers several managerial and theoretical implications alongside future opportunities for practitioners and research scholars.

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Section: Implications For Researchmentioning

confidence: 99%

<p>Association between a teacher’s work passion and a student’s work passion: a moderated mediation model</p>

Gilal¹,

Channa²,

Gilal³

et al. 2019

PRBM

View full text Add to dashboard Cite

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“…The following are some studies show the contribution of teachers' recognition of school improvement on students' success (Mitchell & Shoho, 2017). Some previous related studies report that the ability to accept any changes in the schools is closely related to teachers' demography factor (Lawrence & Tar, 2018;Tate, 2019;Topchyan & Woehler, 2020), such as gender (Thien & Adams, 2019;Topchyan & Woehler, 2020;Watson et al, 2019), age (Lawrence & Tar, 2018;Millanti, 2020;Tate, 2019), the length of teaching experience (Chiong et al, 2017;Gore et al, 2017;Rajesh Shah & Udgaonkar, 2018), teacher employment status (Angreranti & Malihah, 2018;Suryana & Wahab, 2020;Topchyan & Woehler, 2020) and teachers' educational background (Mincu, 2015). Experienced and skilled teachers can relatively bring positive impact on school improvement due to professional and high performance.…”

Section: Introductionmentioning

confidence: 94%

“…On one hand, as the aged advanced, teachers appear to be less motivated due some factors (Millanti, 2020;Rajesh Shah & Udgaonkar, 2018) such as boredom because of teaching constantly the same content and with the same method over period of times (Rajesh Shah & Udgaonkar, 2018) and mental and physic health that are deteriorating (Millanti, 2020), while younger teachers are considered to be more adaptive towards teaching and learning development (Lawrence & Tar, 2018;Tate, 2019). On the other hand, age is considered is a considerable asset to learning and teaching process (Chiong et al, 2017;Rajesh Shah & Udgaonkar, 2018), because of a lot of experience they have been through. Furthermore, successful tenure and trainings they have attended allow teachers for potential promotion (Rajesh Shah & Udgaonkar, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, age is considered is a considerable asset to learning and teaching process (Chiong et al, 2017;Rajesh Shah & Udgaonkar, 2018), because of a lot of experience they have been through. Furthermore, successful tenure and trainings they have attended allow teachers for potential promotion (Rajesh Shah & Udgaonkar, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Female teachers were found to be more committed to change (Thien & Adams, 2019), more innovative in the use of instructional media that support school improvement (Wuryaningsih et al, 2020), and better able to improve student achievement (Gong et al, 2018;Lee et al, 2019) through the creation of positive emotions in students in the learning process (Gong et al, 2018). However, other studies found no difference in gender to increase students' achievement (Rajesh Shah & Udgaonkar, 2018). In other words, both male and female teachers have equal opportunity to assist students' to succussed.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java

Mustofa

Samani

Soedjarwo

2021

IJORER Int. J. Recent Educ. Res.

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This study aimed at investigating the relationship between school improvement and demographic variables such as age, gender, length of teaching, teacher’s employment status and educational background. Involving 400 participants of Madrasah Tsanawiyah’s (Islamic junior high schools) teachers in East Java and using school improvement scale, this study found that the higher teacher’s educational qualification is, the better the performance shown, which subsequently had consequences for school improvement in assisting students’ achievement. Likewise, the length of teaching and teachers’ employment status were found bringing influence on school improvement although their correlation directions vary. Meanwhile, gender and age are not related to school improvement. This study suggested teachers’ professional development to enable assistance for students’ success and eventually lead to school improvement.

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Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights

Zhu

Kaiser

2022

ZDM Mathematics Education

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Teaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has remained a ‘black box’ for a long time. In the secondary study described in this paper we used empirical data for Shanghai taken from the international Organization for Economic Co-operation and Development (OECD) study Global Teaching InSights (GTI)—initially the Teaching and Learning International Survey (TALIS) Video Study—which was based on videotaped direct observations of classroom teaching. Eighty-five junior high school mathematics teachers and their students in Shanghai were observed to explore the impact of specific teaching practices on students’ interest, self-efficacy, and mathematics achievement scores. The results revealed that social-emotional support and instruction quality were the key dimensions relating to the characteristics and differences of mathematics lessons in Shanghai. While the former had a significantly positive impact on students’ general mathematics self-efficacy, the latter had a significantly positive impact on students’ mathematics interest. Although specific teaching practices had no significant direct impact on students’ mathematics achievement scores, social-emotional support and instruction quality considerably influenced students’ academic performance in an indirect way via general self-efficacy.

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Influence of Gender and Age of Teachers on Teaching: Students Perspective

Cited by 22 publications

References 6 publications

<p>Association between a teacher’s work passion and a student’s work passion: a moderated mediation model</p>

<p>Association between a teacher’s work passion and a student’s work passion: a moderated mediation model</p>

An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java

Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights

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