The effects of student verbal and nonverbal responsiveness on teacher self‐efficacy and job satisfaction

Mottet, Timothy P.; Beebe, Steven A.; Raffeld, Paul; Medlock, Amanda L.

doi:10.1080/03634520410001682410

Cited by 49 publications

(40 citation statements)

References 22 publications

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“…Mottet, Beebe, Raffeld, and Medlock (2004), for example, found a connection between the effects of student verbal and nonverbal responsiveness and teacher self-efficacy and job satisfaction. Likewise, discovered a link between student responsive behaviors, student sociocommunicative style, and the outcome of instructor liking for students.…”

Section: Relational Change In the Instructional Contextmentioning

confidence: 93%

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Docan-Morgan¹

2011

Communication Education

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The purpose of this study was to investigate college teachers' experiences of relational turning points with their students, as well as how these turning point events may affect teacher outcomes. Teachers who were able to identify a relational turning point event with a student (n 0306, 78.5% of the overall sample) completed open-and closedended questions about the event. Analysis of participants' responses yielded four distinct supracategories of relational turning point events, comprised of consultation, transgression, intimation, and realization of student potential or success. Teachers who reported intimation and realization of student potential or success turning point events also indicated increased liking for students, teacherÁstudent interpersonal relationships, teacher self-efficacy, teacher motivation, and teacher job satisfaction. Teachers who reported transgression turning points indicated decreased liking for students, teacher motivation, and teacher job satisfaction. Teachers who reported consultation turning point events indicated either increased or decreased teacher outcomes depending on the nature of the event. At the end of the article, readers are invited to engage in reflective practice and move to action regarding the findings of this study.

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Section: Relational Change In the Instructional Contextmentioning

confidence: 93%

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Docan-Morgan¹

2011

Communication Education

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“…It is also necessary to examine the potential outcomes that instructors, rather than students, may also glean from interpersonal relationships in the classroom. Mottet, Beebe, Raffeld, and Medlock (2004) examined potential benefits that instructors incur in the classroom. Specifically, when students were responsive to their instructors, instructors were more satisfied and experienced improved self-efficacy.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

359

236

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This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N 0232) reported on their perceptions of interpersonal relationships in the classroom and on their perceived participation and learning. Results indicate that perceived rapport with instructors and classmates is related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness enhanced student participation. Only instructor rapport consistently predicted participation, affective learning, and cognitive learning.College instructors strive to encourage student learning and to build a satisfying relationship with students (Ellis, 2004). However, Ellis argued that the primary job of an instructor is to promote learning, and thus called for more research to identify the instructor behaviors that contribute to that primary goal of promoting learning. Worley, Titsworth, Worley, and Cornett-DeVito (2007) argued that interpersonal relationships are essential in student learning. The Affective Learning Model (ALM; Rodriguez, Plax, & Kearney, 1996) has provided some insight into the impact instructors have on the learning processes of students. Specifically, the authors argued that positive instructor behaviors evoke affect toward the instructor and the class, which then enhances cognitive learning.Other scholars (Dwyer et al., 2004;Nuthall, 2004) countered that the focus should not only be on instructors, that studentÁstudent interactions should be assessed for their contribution to learning outcomes. The classroom is made up of multiple interpersonal relationships which contribute to the construction of a unique community. Generally, a positive classroom experience is associated with positive academic outcomes at the college level including adjustment, learning outcomes, and Brandi N. Frisby and Matthew M. Martin are at West Virginia University. Brandi N. Frisby can be contacted at

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“…Spector 1997); (2) job satisfaction as a degree of fulfilment of one's needs or desires regarding the job (e.g. Mottet et al 2004); and (3) job satisfaction as a weighing of input and output or a weighing of the current job versus a different job (e.g. Davis and Wilson 2000).…”

Section: Professional Identitymentioning

confidence: 99%

Profiling teachers’ sense of professional identity

Canrinus

Helms-Lorenz

Beijaard

et al. 2011

Educational Studies

136

104

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This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers' professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.

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The effects of student verbal and nonverbal responsiveness on teacher self‐efficacy and job satisfaction

Cited by 49 publications

References 22 publications

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Instructor–Student and Student–Student Rapport in the Classroom

Profiling teachers’ sense of professional identity

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