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ERIC Number: ED343191
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 44
Abstractor: N/A
Reference Count: N/A
What Students Don't Like about What Teachers Say and Do.
Kearney, Patricia; And Others
To change the way classroom discipline and student discipline are examined, a two-study investigation, rather than focusing on student noncompliance and other types of student misbehaviors, examined teachers themselves as potential sources of instructional and/or motivational problems in the college classroom. The first study was designed to elicit inductively college student reports of teacher misbehaviors. Participants were 254 undergraduates at a large Western university who were enrolled in two sections of a course on interpersonal communication. Responses to an open-ended questionnaire indicated 28 different categories of teacher misbehaviors. The second study was structured to validate the obtained categories of teacher misbehavior types and to determine whether or not a conceptually meaningful factor structure underlies the categories. Even though most students (subjects were 261 undergraduates enrolled in introductory communication classes at a large Western university) reported that the teachers referenced for this study infrequently engaged in each misbehavior type, a representative number of other teachers did. Importantly, the full range of frequencies was obtained across all 28 categories. Results were further collaborated with qualitative data. Factor analyses and factor matching procedures revealed that the teacher misbehavior categories could be both meaningfully and reliably reduced to three factors: teacher incompetence, offensiveness, and indolence. Recommendations include that teachers examine the list of 28 behavior categories in light of their own classroom behaviors. (Four tables of data and 24 references are included.) (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A