The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on their Teaching Styles

Karimnia, Amin; Mohammdi, Nariman

doi:10.29252/ijree.4.1.37

Cited by 9 publications

(13 citation statements)

References 18 publications

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Section: Literature Reviewmentioning

confidence: 93%

“…Similarly, Tavakoli and Karimnia (2017) claimed that teachers' educational and cultural background along with their teaching and learning experiences affects their teaching style preferences in Iranian EFL context. In the same vein, Karimnia and Mohammadi (2019) concluded a significant difference between EFL teachers with regard to the effects of teaching experience on teaching style preferences. In a nutshell, researchers view teacher self-regulation, emotion, and teaching style to be effective in improving teachers' well-being and professional development (Peel, 2020;Khajavy et al, 2018).…”

Section: Self-regulation Emotions and Teaching Stylesmentioning

confidence: 93%

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The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Heydarnejad

Fatemi

Ghonsooly

2021

JARHE

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PurposeFor this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.Design/methodology/approachFollowing the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.FindingsBased on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).Research limitations/implicationsFuture studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.Practical implicationsIn effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.Social implicationsThe implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.Originality/valueThe implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

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Section: Literature Reviewmentioning

confidence: 93%

Section: Self-regulation Emotions and Teaching Stylesmentioning

confidence: 93%

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Heydarnejad

Fatemi

Ghonsooly

2021

JARHE

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“…In addition, gender showed the most frequent of the study. This is because the gender factor has an important impact on teachers' teaching (Karimnia & Mohammdi, 2019). Three of these studies were conducted in a similar area in China (Chang et al, 2021;Li & Li, 2019;Liu et al, 2020a).…”

Section: Demographic Factormentioning

confidence: 99%

Factors influencing teachers’ creative teaching: A systematic review

Fadzil

Mistima

Mahmud

2022

CJES

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Creative teaching is an important skill needed by teachers to carry out the teaching and learning process. Teachers have the most important role in nurturing students’ interest and creative thinking ability by implementing creative teaching. However, there are still insufficient studies that systematically review the existing literature related to what factors could affect teachers’ creative teaching. This highlights the value of this study that is aimed to conduct a systematic literature review on the factors influencing teachers’ creative teaching. This study selected articles using two leading databases, namely Scopus and Web of Science. To ensure that this study was conducted systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyses were used. This study found that three groups of factors influence teachers’ creative teaching, namely demographic factor, individual factor and organisational factor. There are two factors that have the highest frequency and dominant, namely self-efficacy and environment support. Keywords: Creative teaching, demographic factor, individual factor, organisational factors, teachers’, systematic review.

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“…A recent study dealt with the effects of teachers' gender, teaching experience, and brain dominance on their teaching style in the EFL context of Iran (Karimnia & Mohammadi, 2019). Their findings implied that a teacher's gender makes a difference in the formality of their teaching style.…”

Section: Teaching Stylementioning

confidence: 99%

“…Teachers play a pivotal role in effective instruction; to that end, they should monitor and evaluate their ideas, behaviors, and other self-regulatory factors related to educational contexts (Dembo, 2001;Peel, 2020). Selfregulation provides a golden chance for teachers to define objectives, act decisively, and modify their teaching accordingly (Karimnia & Mohammadi, 2019;Yesim, Sungur, & Uzuntiryaki, 2009). Key to this discussion, Paris and Winograd (1999) claimed that self-regulation enables teachers to better adjust to the needs of the students as well as evaluate teaching and learning strategies deeply.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Heydarnejad

Fatemi

Ghonsooly

2021

JLE

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Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

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The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on their Teaching Styles

Cited by 9 publications

References 18 publications

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Factors influencing teachers’ creative teaching: A systematic review

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

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