10: Examining Effective Faculty Practice

BrckaLorenz, Allison; Ribera, Tony; Kinzie, Jillian; Cole, Eddie R.

doi:10.3998/tia.17063888.0031.014

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Besides this overarching aspect of faculty well-being in their job, performance represents a central domain-specific construct for teaching and research-the core tasks of faculty (with teaching and research performance being typically only slightly correlated; Hattie & Marsh, 1996). In particular, teaching performance is essential for the quality of student engagement, differences in their learning outcomes, and their persistence (BrckaLorenz et al, 2012;McKeachie, 2007;Pascarella & Terenzini, 2005;Umbach & Wawrzynski, 2005), while research performance is crucial for scientific progress (e.g., Javitz et al, 2010). Teaching and research performance are thus fundamental for informed citizenship, scientific advancement, economic activity, and government decision-making (Landry et al, 2003;Perkmann et al, 2013;Weinberg et al, 2014).…”

Section: P R E P R I Nmentioning

confidence: 99%

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Daumiller

Dresel

2023

Contemporary Educational Psychology

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Section: P R E P R I Nmentioning

confidence: 99%

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Daumiller

Dresel

2023

Contemporary Educational Psychology

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“…According to (Blaich et al, 2016), teaching clarity has a positive relationship with student achievement, and it can positively engage students in learning activities. Student who reported higher level of teaching clarity has better student outcomes including leadership, openness to diversity and challenge, moral reasoning, and positive attitudes toward literacy (BrckaLorenz et al, 2012). The importance of teacher clarity is also mentioned by Tisworth (2015), who mentioned students who get clear instruction have a higher success rate in learning the course material.…”

Section: Teaching Claritymentioning

confidence: 96%

“…Teaching clarity refers to the approaches and procedures that instructors use to guarantee that their students understand course topics completely (Zheng, 2021b). Good teaching-clarity behaviours always considered as an imperative component to effective teaching and good student performance (BrckaLorenz et al, 2012). According to (Blaich et al, 2016), teaching clarity has a positive relationship with student achievement, and it can positively engage students in learning activities.…”

Section: Teaching Claritymentioning

confidence: 99%

The Relationship of Teaching Clarity and Student Academic Motivation in Online Classes

Liang

2023

pijtel

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Due to the outbreak of Covid-19, a large number of educational institutions had to temporarily discontinue their offline delivery models in favor of online courses. Teaching clarity has always been an important factor in teaching and learning, but due to the implementation of online courses, teaching clarity has been greatly impacted by various factors of new course delivery model. It is unknown how student academic motivation will be affected by teaching-clarity behaviors in this context. This study collected data from undergraduate students who adopted an online course delivery model to explore the relationship between teaching clarity and student academic motivation during covid-19. The regression result indicated that student motivation was significantly and positively related to teaching clarity in the online course delivery model, and that higher teaching clarity in online courses was associated with higher student motivation. The finding of this study shed light on the teaching-clarity behavior as a key to motivating students in the online course delivery model, with revelatory implications for teachers to design online courses and motivate students in the future.

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Section: P R E P R I Nmentioning

confidence: 99%

Temporal Dynamics Between Faculty Goals, Burnout/Engagement, and Performance in Teaching and Research: A Latent Change Score Approach

Daumiller¹,

Dresel²

2021

Preprint

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Motivation is posited to be central for faculty members’ professional experiences and performance. To this end, achievement goals have been associated with burnout/engagement and performance at work. However, the few studies that have examined this topic were cross-sectional and only considered one of the two equally important work domains of faculty members. In the present research, we analyze the temporal relationships between achievement goals and burnout/engagement as well as performance and investigate the domain specificity of goal pursuit by considering goals for teaching and goals for research. To this end, we conducted a longitudinal study including 681 German faculty members that were surveyed four times over a total of two years. Multivariate Latent Change Score modeling attested that in both domains, mastery-approach goals were positively related to subsequent development of performance, while performance was also positively related to subsequent development of mastery goals, creating a double positive loop. Performance goals and work-avoidance goals were differentially associated with performance in both domains, indicating that the effects of goals can be bound to different contextual features. For overall burnout/engagement, our results implied that for its development, primarily research goals mattered (with performance-avoidance and work-avoidance goals being risk factors), while high burnout levels were associated with subsequent reduction of adaptive mastery-approach goals in both domains. This highlights the relevance of achievement goals for burnout/engagement and performance of faculty and employees in general, and sheds light on their complex temporal dynamics that can also meaningfully inform achievement goal research in other contexts.

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10: Examining Effective Faculty Practice

Cited by 3 publications

References 6 publications

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

The Relationship of Teaching Clarity and Student Academic Motivation in Online Classes

Temporal Dynamics Between Faculty Goals, Burnout/Engagement, and Performance in Teaching and Research: A Latent Change Score Approach

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