ERIC Number: ED278074
Record Type: RIE
Publication Date: 1986-May-24
Reference Count: 0
A Study of High School Students' Expectations of the Teaching Style of Male, Female, English and Science Instructors.
McDowell, Earl E.; McDowell, Carlene E.
A study investigated high school students' expectations of the teaching styles of English, science, male, and female instructors. A sample of 164 high school students completed the Expectation of Teacher Affective Communication Questionnaire (ETACQ). The same three factors emerged in rating male and English instructors: open, friendly, and dramatic. Female teachers were predominantly labelled attentive, friendly, and dominant. Science teachers were labelled attentive, dramatic, and open. Female high school students rated the friendly dimension significantly higher than did male students for both male and female instructors and rated the open dimension higher for English and science teachers. Male high school students, however, rated the dramatic dimension higher for male, English, and science teachers. Overall, the results of this study reveal that female high school students have higher expectations of teachers from the different categories than male students do. Females expect teachers to be more attentive, show greater sensitivity, show a greater interest in them, and establish closer interpersonal relationships with students. A greater percentage of males, on the other hand, expect a more dramatic communication style, expect to be criticized negatively, and expect the instructor to be impersonal and distant. (SRT)
Descriptors: Communication Research, English Instruction, Females, High School Students, High Schools, Interpersonal Communication, Males, Science Instruction, Secondary School Teachers, Self Disclosure (Individuals), Sex Differences, Student Attitudes, Student Evaluation of Teacher Performance, Teacher Behavior, Teacher Effectiveness, Teacher Role, Teacher Student Relationship, Teaching Styles
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Communication Association (36th, Chicago, IL, May 22-26, 1986).