Vocational Teachers' Classroom Management Style: The Role of Motivation to Teach and Sense of Responsibility
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| Title: | Vocational Teachers' Classroom Management Style: The Role of Motivation to Teach and Sense of Responsibility |
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| Language: | English |
| Authors: | Berger, Jean-Louis, Girardet, Céline |
| Source: | European Journal of Teacher Education. 2021 44(2):200-216. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Vocational Education Teachers, Teacher Attitudes, Teaching Styles, Classroom Techniques, Teaching (Occupation), Career Choice, Teacher Motivation, Teacher Responsibility, Student Motivation, Academic Achievement, Teacher Student Relationship, Personal Autonomy, Correlation, Social Values, Foreign Countries, Secondary Education, Higher Education |
| Geographic Terms: | Switzerland |
| DOI: | 10.1080/02619768.2020.1764930 |
| ISSN: | 0261-9768 |
| Abstract: | This study aimed to examine the links between motivation to become a teacher, sense of responsibility, and classroom management style. An adapted version of the Factors Influencing Teaching (FIT)-Choice scale, a translated version of the Teacher Responsibility scale, and a vignette instrument inspired by the Problems in School Questionnaire were administered to 154 in-service vocational teachers. Consistent with prior research, path analysis of the data indicated that social utility value for teaching was the most consistent predictor of teachers' sense of responsibility. However, the key motivation predicting responsibility for teaching was intrinsic value, which in turn predicted teachers' endorsement of classroom management styles. The more vocational teachers felt responsible for the quality of their teaching, the more they tended to endorse adaptive or beneficial classroom management styles (autonomy support and structure). Implications for research and teaching are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1289345 |
| Database: | ERIC |
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| Abstract: | This study aimed to examine the links between motivation to become a teacher, sense of responsibility, and classroom management style. An adapted version of the Factors Influencing Teaching (FIT)-Choice scale, a translated version of the Teacher Responsibility scale, and a vignette instrument inspired by the Problems in School Questionnaire were administered to 154 in-service vocational teachers. Consistent with prior research, path analysis of the data indicated that social utility value for teaching was the most consistent predictor of teachers' sense of responsibility. However, the key motivation predicting responsibility for teaching was intrinsic value, which in turn predicted teachers' endorsement of classroom management styles. The more vocational teachers felt responsible for the quality of their teaching, the more they tended to endorse adaptive or beneficial classroom management styles (autonomy support and structure). Implications for research and teaching are discussed. |
|---|---|
| ISSN: | 0261-9768 |
| DOI: | 10.1080/02619768.2020.1764930 |
