Page 204 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 204
ear ly school leaving: contempor ary european perspectives
framework of parenting styles indicate that teachers’ characteris-
tics, similar to parenting behaviours characterised as authorita-
tive (warm and supportive of autonomy as opposed to controlling),
were found to be positively related to student motivation and feel-
ings of academic competence (e.g. Moos, 1978; Ryan, Stiller, & Lynch,
1994; Wentzel, 1997). In addition, some characteristics of the author-
itative teaching style (such as warmth, openness, support, supervi-
sion etc.) have been shown to help students at risk for ESL stay more
engaged in school and thus be less prone to dropping out (Fallu &
Janosz , 2003; Crosnoe, Kirkpatrick Johnson, & Elder, 2004; Murray
& Malgrem, 2005).
There is empirical evidence that a teacher’s teaching style signifi-
cantly affects the different outcomes of the teaching-learning pro-
cess in school. What is important for teachers to realise is that their
teaching style influences students’ perception of school and school
work. The development of a teaching style is an ongoing process
based on teachers’ professional growth and students’ characteristics.
It is the teacher’s responsibility to recurrently analyse their teach-
ing style, reflect on it and implement necessary changes. Constant
reflection on one’s own teaching practices, classroom activities and
problem-solving approaches in the classroom are the basic teaching
style monitoring approaches.
Key words: teaching style, teacher-student relationship, school en-
gagement, self-determination, early school leaving
Introduction
Teachers create specific psychological and behavioural structures within
classrooms, which hold consequences for student engagement and learn-
ing, and influence students’ academic self-image and their attitudes to
knowledge and learning (Walker, 2008). Ultimately, they can also influ-
ence students’ decision to stay in or leave school (Lee & Breen, 2007; Tyler
& Lofstrom, 2009). The social quality of teacher-student relationships con-
tributes to both the academic and social-emotional development of stu-
dents (e.g. Gregory & Weinstein, 2004; Hamre & Pianta, 2001). Students
with caring and supportive interpersonal relationships in school report
more positive academic attitudes and values, and greater satisfaction
with school. These students also are more academically engaged (Roorda,
Koomen, Spilt, & Oort, 2011).
204
framework of parenting styles indicate that teachers’ characteris-
tics, similar to parenting behaviours characterised as authorita-
tive (warm and supportive of autonomy as opposed to controlling),
were found to be positively related to student motivation and feel-
ings of academic competence (e.g. Moos, 1978; Ryan, Stiller, & Lynch,
1994; Wentzel, 1997). In addition, some characteristics of the author-
itative teaching style (such as warmth, openness, support, supervi-
sion etc.) have been shown to help students at risk for ESL stay more
engaged in school and thus be less prone to dropping out (Fallu &
Janosz , 2003; Crosnoe, Kirkpatrick Johnson, & Elder, 2004; Murray
& Malgrem, 2005).
There is empirical evidence that a teacher’s teaching style signifi-
cantly affects the different outcomes of the teaching-learning pro-
cess in school. What is important for teachers to realise is that their
teaching style influences students’ perception of school and school
work. The development of a teaching style is an ongoing process
based on teachers’ professional growth and students’ characteristics.
It is the teacher’s responsibility to recurrently analyse their teach-
ing style, reflect on it and implement necessary changes. Constant
reflection on one’s own teaching practices, classroom activities and
problem-solving approaches in the classroom are the basic teaching
style monitoring approaches.
Key words: teaching style, teacher-student relationship, school en-
gagement, self-determination, early school leaving
Introduction
Teachers create specific psychological and behavioural structures within
classrooms, which hold consequences for student engagement and learn-
ing, and influence students’ academic self-image and their attitudes to
knowledge and learning (Walker, 2008). Ultimately, they can also influ-
ence students’ decision to stay in or leave school (Lee & Breen, 2007; Tyler
& Lofstrom, 2009). The social quality of teacher-student relationships con-
tributes to both the academic and social-emotional development of stu-
dents (e.g. Gregory & Weinstein, 2004; Hamre & Pianta, 2001). Students
with caring and supportive interpersonal relationships in school report
more positive academic attitudes and values, and greater satisfaction
with school. These students also are more academically engaged (Roorda,
Koomen, Spilt, & Oort, 2011).
204
