Teacher-pupil perceptions and their interactive behaviour in the classroom
This study attempts to find out if there were significant differences between the perception of Democratic and Authoritarian teachers towards pupils who were academically good and weak and vice-versa and whether these differences affect their interactions in the classroom. The subjects of this...
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Format: | Thesis |
Language: | English English |
Published: |
1982
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Subjects: | |
Online Access: | http://psasir.upm.edu.my/id/eprint/8834/1/FPP_1982_4%20IR.pdf |
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Summary: | This study attempts to find out if there were significant
differences between the perception of Democratic and Authoritarian
teachers towards pupils who were academically good and weak and
vice-versa and whether these differences affect their interactions
in the classroom.
The subjects of this study consisted of standard six
teachers who were perceived by their pupils as Democratic and
Authoritarian teachers respectively; and pupils who were perceived
as academically good or weak by their teachers; from twenty schools
in the Federal Territory, Malaysia. Both teachers and pupils were
randomly selected.
The grouping of teachers into Democratic and Authoritarian
types was done by using questionnaires modified from statements
prepared by Flanders. The questionnaires were answered by pupils.
The perceived Democratic and Authoritarian teachers were interviewed
using a prepared questionnaire on the perception of their pupils
using the bi-polar construct of academically good and academically
weak .
Ten Democratic and ten Authoritarian teachers were chosen.
Four hundred pupils were also chosen basing on their teachers 'perception of their academic performance Of these, two hundred
were clas sified as academically good and two hundred as academically
weak.
The observations of the classroom interactions were done
through time sampling using regular classroom sessions. The
frequency of interactions between pupils and teachers was recorded
in prepared recording sheets and computed. A modified Brophy and
Good Dyadic Interaction Observation System was used as a guide for
scoring. The interact ions were confined to initiatory verbal
communication in the classroom.
In the analysis of data, two approaches were utilised.
The frequency count, and the t-test. |
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