Page 203 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 203
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The Relationship Between Teachers’
Teaching Styles, Students’ Engagement
in School and ESL
Tina Rutar Leban
Synopsis
A teacher’s teaching style (authoritative, authoritarian and permis-
sive) affects students’ experience in school. It can provoke func-
tional or non-functional perceptions of learning, self-efficacy and
schoolwork, thus an appropriate teaching style can help prevent ear-
ly school leaving.
Summary
Teaching style defines the behaviours or actions teachers exhib-
it in the teaching process. Moreover, it reflects the beliefs and val-
ues teachers hold about the role of the teacher and the learner in
the learning exchange (Heimlich & Norland, 2002). Teaching style is
not only the teaching method itself but something larger that relates
to the entire teaching-learning exchange, regardless of the environ-
ment or content of teaching (Heimlich & Norland, 2002).
The relationship between teaching styles and early school leaving
(ESL) has not been directly studied. But there is varying evidence
that teachers’ teaching style affects certain factors such as self-effi-
cacy, academic self-image, school-related attitudes, achievements,
engagement in school (e.g. Walker, 2009; Wentzel, 2002) that have
been shown to be important predictors of ESL (Lan & Lanthier,
2003). Different studies that analysed teaching styles through the
203
The Relationship Between Teachers’
Teaching Styles, Students’ Engagement
in School and ESL
Tina Rutar Leban
Synopsis
A teacher’s teaching style (authoritative, authoritarian and permis-
sive) affects students’ experience in school. It can provoke func-
tional or non-functional perceptions of learning, self-efficacy and
schoolwork, thus an appropriate teaching style can help prevent ear-
ly school leaving.
Summary
Teaching style defines the behaviours or actions teachers exhib-
it in the teaching process. Moreover, it reflects the beliefs and val-
ues teachers hold about the role of the teacher and the learner in
the learning exchange (Heimlich & Norland, 2002). Teaching style is
not only the teaching method itself but something larger that relates
to the entire teaching-learning exchange, regardless of the environ-
ment or content of teaching (Heimlich & Norland, 2002).
The relationship between teaching styles and early school leaving
(ESL) has not been directly studied. But there is varying evidence
that teachers’ teaching style affects certain factors such as self-effi-
cacy, academic self-image, school-related attitudes, achievements,
engagement in school (e.g. Walker, 2009; Wentzel, 2002) that have
been shown to be important predictors of ESL (Lan & Lanthier,
2003). Different studies that analysed teaching styles through the
203
