The positive and negative effects of teacher attitudes and behaviors on student progress

Kahveci, Hakkı

doi:10.33902/jpr.202319128

Cited by 8 publications

(3 citation statements)

References 31 publications

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“…The level of self-efficacy beliefs can have both positive and negative effects on teacher behaviors, including their level of effort, feedback provision, choice of teaching methods and techniques, and use of teaching materials Gibson & Dembo, 1984). Efficacy, which refers to a teacher's level of confidence in their abilities, can be greatly influenced by previous experiences or the prevailing culture in their current school (Kahveci, 2023).…”

Section: Influence Of Teaching Efficacy Beliefsmentioning

confidence: 99%

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

Molefe,

Rankhumise,

Mafa-Theledi

2024

J. Sci. Educ.

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This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.

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Section: Influence Of Teaching Efficacy Beliefsmentioning

confidence: 99%

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

Molefe,

Rankhumise,

Mafa-Theledi

2024

J. Sci. Educ.

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“…To enhance students' skills, abilities, and competence in AD, lecturers need to guide them with positive attitudes and values. Negative attitudes are associated with poor performance (Baidoo-Anu, 2018;Kahveci, 2023). Essentially, approaching AD with a positive attitude will yield positive results (Ankiewicz, 2019).…”

Section: Theme 4: Negative Attitude By Students and Lecturersmentioning

confidence: 99%

Investigating Factors Contributing to Poor Performance in Teaching and Learning of N3 Assembly Drawing: A Case of uMgungundlovu TVET College

Mlambo,

Mkhwanazi

2024

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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Poor performance in Assembly Drawing (AD) has been a significant issue in Engineering Graphics and Design (EGD) in high schools and TVET colleges. This poor performance in AD, which is a crucial component of the EGD exam, leads to students not performing well in Grade 12 and consequently limits their entry into engineering programs in TVET colleges. Consequently, this study aims to investigate the contributing factors to poor performance in the teaching and learning of AD among N3 students. To achieve the objectives of this study, a mixed research approach was employed, and data was collected through semi-structured interviews and the Purdue Spatial Visualization Test (PSVT). A purposive sampling method was used to select four Engineering Drawing (ED) lecturers and 45 N3 Engineering Drawing students to participate in this study. Furthermore, Piaget's perception and imagery theory and Pedagogical Content Knowledge (PCK) were utilized as frameworks underpinning this study. The interview results were analyzed using thematic analysis, while the data from the PSVT was analyzed using the Statistical Package for Social Sciences (SPSS). The findings of this study indicate that N3 students have very low spatial visualization skills, and the negative attitude displayed by both students and lecturers towards the teaching and learning of AD contributes to poor performance in N3 ED. The findings further revealed that the lack of drawing-related teaching qualifications among lecturers also contributes to poor performance in AD. Furthermore, the quantitative findings show that the students achieved a mean score of 16.82, with a standard deviation of 8.389, indicating poor performance on the PSVT test. One limitation of this study is the small number of lecturers interviewed (four), which makes it difficult to generalize the results. Therefore, future studies should include a larger sample size of lecturers. This study recommends that lecturers be hired based on their relevant teaching qualifications and further suggests the use of technology to enhance students' spatial visualization skills and improve their performance in AD.

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“…In this environment, students experience better learning and become more willing to learn. In addition, positive teacher emotions can increase students' self-confidence and positively affect their academic success [7,8]. On the other hand, negative emotional states can negatively affect teachers' reactions to students and classroom management [9].…”

Section: Introductionmentioning

confidence: 99%

Effect of distance education courses held in different environments on emotions of the instructor

Tonguç

2024

PLoS ONE

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In this study, the emotional states of the instructors who teach by distance education and the effect of the environment in which they give the lesson on their emotions were examined. Computer-aided "Facial Action Coding System" method was used to measure emotion values from facial images. Through the software developed by the researchers using the Microsoft Face Recognition API, 43292 facial images taken from five trainers during their training were analysed and seven basic emotions representing facial expressions were obtained numerically. As a result of the analysis, it was found that the emotions of the instructors that can be described as negative in the lessons held in the e-studio environment generally increased at the beginning of the lesson, decreased in the following minutes and increased again at the end of the lesson; On the other hand, it was determined that positive emotions decreased at the beginning of the lesson and increased later. In the home environment, while the emotions that can be described as negative at the beginning decreased, positive emotions increased. A significant difference was determined between home and e-studio environment in all emotions except anger. One of the emotions with a difference in value between the two environments is happiness, and it has been determined that happiness has higher values in the home environment. It has been determined that other emotions are experienced more in the e-studio environment. It is thought that the results of the study will contribute to the mental states of the instructors who teach through distance education and to the efficiency of distance education.

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The positive and negative effects of teacher attitudes and behaviors on student progress

Cited by 8 publications

References 31 publications

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

Investigating Factors Contributing to Poor Performance in Teaching and Learning of N3 Assembly Drawing: A Case of uMgungundlovu TVET College

Effect of distance education courses held in different environments on emotions of the instructor

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