Students’ awareness of science teachers’ leadership, attitudes toward science, and positive thinking

Lu, Ying‐Yan; Chen, Hsiang-Ting; Hong, Zuway‐R; Yore, Larry D.

doi:10.1080/09500693.2016.1230792

Cited by 12 publications

(6 citation statements)

References 34 publications

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“…With regard to passive leadership, it should be noted that the Laissez-faire dimension was the most relevant for non-university teachers, since at basic levels it is common to use methodologies based on the discovery and self-management of resources and tasks, with the aim of acquiring certain skills [39]. In addition, at the various educational stages, each teacher is freer to apply different methodologies, motivated by giving students greater decision-making power so that they can develop positive thinking, despite leadership being associated with lower performance when the leader is not there [40]. Conversely, in the case of university teachers, there is a stronger correlation with passive management-by-exception, which is characterized by the leader's intervention when a problem is identified or when help is requested by the group [16].…”

Section: Discussionmentioning

confidence: 99%

Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

Zurita-Ortega

Moreno

Cuberos

et al. 2019

IJERPH

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This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using an explanatory model. A total of 954 teachers participated in this cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale (TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations. Results showed that the structural equation model had a good fit. Transformational leadership depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more relevant at the lower educational levels. In relation to transactional leadership, contingency reward has a greater regression weight in non-university education, whereas passive leadership is governed more by passive exception in university teachers. There was a positive and direct relationship between levels of emotional intelligence and transformational leadership in non-university teachers, which reveals the need for effective understanding and management of both one’s own and students’ emotions in order to act effectively as a leader. Transactional leadership was negatively related to some emotional intelligence dimensions, given the relevance of obtaining power in this dimension.

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Section: Discussionmentioning

confidence: 99%

Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

Zurita-Ortega

Moreno

Cuberos

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Although the concept of attitude has a wide range of definitions that emerged from the research carried out in this field over the last decades, all of these definitions agree that attitude is a complex concept that represents "the tendency to think, feel, or act positively or negatively toward objects in our environment" (Salta & Tzougraki, 2004, p. 535). More particularly, as stated by Lu et al (2016), this concept may be understood as a characteristic of human beings expressing "the feelings, beliefs, and values held about an object, which in terms of science may include enthusiasm about science, perceptions of school science, and contributions of science to society or of scientists themselves" (p. 2177).…”

Section: Chemical Literacy and Attitudesmentioning

confidence: 99%

Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

Araújo

Morais

Paiva

2022

INTERDISCIP J ENV SCI ED

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The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students' attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre-and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students' attitudes toward chemistry, so we undertook interviews to investigate the project's impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.

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“…Despite the wide range of definitions that have emerged for this concept as a result of the research developed in this area over the last few decades 'all of them agree that an attitude is the tendency to think, feel, or act positively or negatively towards objects in our environment' (Salta & Tzougraki, 2004, p. 535). More specifically, as suggested by Lu et al (2016), attitude may be defined as a characteristic of human beings expressing 'the feelings, beliefs, and values held about an object, which in terms of science may include enthusiasm about science, perceptions of school science, and contributions of science to society or of scientists themselves' (p. 2177). Cavas et.…”

Section: Attitudes Towards Sciencementioning

confidence: 99%

Students’ Attitudes Towards Science: The Contribution of a Citizen Science Project for Monitoring Coastal Water Quality and (Micro)plastics

Araújo

Morais

Paiva

2021

JBSE

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The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy. Keywords: attitudes towards science scale, attitudinal changes, citizen science, science education, water quality monitoring

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Students’ awareness of science teachers’ leadership, attitudes toward science, and positive thinking

Cited by 12 publications

References 34 publications

Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

Students’ Attitudes Towards Science: The Contribution of a Citizen Science Project for Monitoring Coastal Water Quality and (Micro)plastics

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