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ERIC Number: EJ832899
Record Type: Journal
Publication Date: 2008-May
Pages: 13
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1683-1381
Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure
Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu
New Horizons in Education, v56 n1 p30-42 May 2008
Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning, teacher-student relationship and classroom communication, and classroom participation. In addition, this study investigated whether gender and major influence the participants' perceptions of effects of teacher self-disclosure. Sample: The participants were 509 pre-service teachers from a northern university and a southeastern university in spring 2007. Method: A self-reported survey was conducted. The Teaching Effects of Teacher Self-Disclosure Scale was administered to the participants. A total of 531 questionnaires were distributed, of which 509 were usable, yielding a response rate of 95.85%. Results: Results showed that Teacher-Student Relationships and Communication (M = 3.86, SD = 0.54), as one dimension of the effects of teacher self-disclosure, received the highest acceptance; Classroom Learning (M = 3.55, SD = 0.59) ranked second; and the Classroom Participation (M = 3.26, SD = 0.61) ranked third. There was no significant difference between male and female pre-service teachers in their perceptions of the effects of teacher self-disclosure. The Chinese pre-service teachers of science majors had significantly higher acceptance on the effects of teacher self-disclosure on classroom participation compared with those of social science majors. Conclusion: The results of this study have important implications to teaching practice and research. It is suggested that teachers should pay attention to the use of teacher self-disclosure. (Contains 1 table.)
Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China