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ERIC Number: ED362928
Record Type: RIE
Publication Date: 1993-Nov
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Development of a Communication-Based Model of Teacher Efficacy.
Schaller, Kristi A.; DeWine, Sue
The study reported here tested a proposed teacher efficacy model by examining: (1) whether perceived teacher efficacy, teacher communication competence, and teacher immediacy are significant predictors of perceived affective and cognitive student learning; and (2) whether perceived teacher communication competence and teacher immediacy are significant predictors of perceived teacher efficacy. Subjects, 47 instructors and 557 students at a large midwestern university, completed questionnaires. Instructors completed self-report measures of teacher efficacy, and students completed reports of teacher communication competence and immediacy, and responded to a scale which measures cognitive and affective learning. Results indicated that: teachers who were perceived as competent and immediate positively influenced their students' affective learning; teachers who were perceived as competent and immediate had a negative impact on cognitive student learning; and student perceptions of teacher communication competence and teacher immediacy made significant contributions to the prediction of teacher efficacy. Findings represent a paradox: while perceived teacher competence and teacher immediacy were significantly predictive of student learning, perceived teacher efficacy (referring to a perception that teachers can influence student learning) was not. An unanticipated finding was that perceived teacher communication competence and teacher immediacy significantly predicted cognitive student learning, but in a negative direction. (A figure of the model and four tables of data are included. Contains 68 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Immediacy
Note: Paper presented at the Annual Meeting of the Speech Communication Association (79th, Miami, FL, November 18-21, 1993).