WITHDRAWN: A fuzzy analysis of teacher’s attitude affect student’s performance and personality development

Malhotra, Manit; Yu, Shvets Yuriy; Lakshmipathy, N.; Rajkumar, A.; Goyal, Chirag

doi:10.1016/j.matpr.2020.11.497

Cited by 3 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interpreted within a sociolinguistic context her findings contribute to a deeper understanding of how teachers' language attitudes are enacted in relation to their multilingualism in order to move forward discussions on the feasibility of GE-informed curriculum innovation. As the teachers' explicit beliefs influence students' learning and achievement (DeCuir-Gunby & Bindra, 2021), the optimistic expectations of teachers affected both the personality of students and their live public presentations (Malhotra et al, 2021). Hassanein et al (2021) examined the change in preservice teachers' attitudes toward inclusive education.…”

Section: Literature Reviewmentioning

confidence: 99%

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

Ghasemi

Askari

2023

JoQiE

View full text Add to dashboard Cite

In countries in which there is no formal second language, and English is considered a foreign language and has no place in people’s everyday lives and communications, the utilization of the foreign language taught in schools as the second language is under question. This study has been conducted to indicate English teachers’ attitudes toward the utilization of teaching English as a foreign language in Iranian high schools as well as current language policies. In this study, 66 EFL teachers from Gotvand, Shushtar, and Dezful, Iran, made up the sample of this study. To answer the questions of this study, a validated questionnaire was prepared and distributed among the samples. In this questionnaire, 20 statements formed a Likert scale and the teachers had to show their level of agreement or disagreement with the statement. This paper elaborates on the attitude of EFL teachers with different degrees regarding the utilization of ELT in students’ future lives.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

Ghasemi

Askari

2023

JoQiE

View full text Add to dashboard Cite

show abstract

“…In this regard, it is found that teachers' positive remarks about the benefits of studying current courses and their importance for future career prospects will facilitate the students to have more pleasurable feelings, and they become highly motivated to study that particular subject. This is quite reasonable because students adopt a particular field of study from a career perspective, and if their teachers have a negative attitude about the link between that subject of study and career, the students will be highly disappointed, thereby will be demotivated to learn in that subject (Malhotra et al, 2021 ). Moreover, it is often noted that teachers often lack enthusiasm for teaching (Ramirez, 2003 ), an important source of disappointment and demotivation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As discussed earlier, students are inspired by their teachers, and when the students find their teachers less energizing, less enthusiastic, and have no interest in teaching, they will experience unpleasant feelings (i.e., disappointment with the English language), which in turn will demotivate them (Malhotra et al, 2021 ). Drawing on disappointment theory (Bell, 1985 ), this study takes student disappointment with the English language as an underlying mechanism between teacher attitude and student demotivation.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Tang

2022

Front. Psychol.

View full text Add to dashboard Cite

Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students (n = 428) studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities.

show abstract

“…To improve the quality of education, it is necessary to pay great attention to teacher performance, both in ICHELSS planning lessons, implementing learning, and assessing learning outcomes. The quality of graduates as a parameter of education quality can be used as a performance benchmark by teachers [7][8] [9].…”

Section: Introductionmentioning

confidence: 99%

Principal's Leadership Style and Influence Workload Against Teacher Performance

Saleh,

Arhas,

et al. 2024

KSS

View full text Add to dashboard Cite

This study attempts to examine teacher performance as influenced by the principal’s leadership and workload. This study seeks to reveal the effect of the principal’s leadership style and workload on teacher performance. While the specific target to be achieved in this research is to serve as information material in the development of science, especially in the field of education and teacher training. The approach used is quantitative with the type of associative research. This study focuses on three variables, namely the principal’s leadership style (variable X1), teacher workload (X2), and teacher performance (Y). All state high school teachers in Makassar City were used as the study population. As many as 163 of the total population were used as research samples taken using proportional random sampling technique. Data was collected using questionnaires, observation, and documentation techniques. Data were obtained through a questionnaire instrument and analyzed using inferential statistics. The results of the data analysis show: 1) the principal’s leadership style has a positive and significant effect on teacher performance; 2) workload has a positive and significant effect on teacher performance; 3) the principal’s leadership style and teacher’s workload together have a positive and significant influence on teacher performance. Keywords: leadership, workload, teacher performance

show abstract

WITHDRAWN: A fuzzy analysis of teacher’s attitude affect student’s performance and personality development

Cited by 3 publications

References 0 publications

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Principal's Leadership Style and Influence Workload Against Teacher Performance

Contact Info

Product

Resources

About