Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

Abstract

This study capitalizes on a unique, nested data set comprised of students (n 5 531) and teachers (n 5 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory, this study explored correlates of teachers' role definition. In particular, it considered role breadth, or the degree to which teachers defined their roles to include the provision of various forms of social and emotional support to students. We hypothesized that teachers' role breadth would relate to student perceptions of teacher support and high academic expectations (also known as academic press). Multi-level modeling of the relationship between teacher role breadth and student outcomes accounted for the data's nested quality and showed a positive relationship between teachers' sense of efficacy about providing student support and their reported role breadth. In addition, teacher role breadth was positively related to student perceptions of teacher support and academic press, controlling for student-reported background and school performance characteristics. Implications for student-teacher relationships, teacher education, and teacher roles are discussed.

Filling the Empathy Deficit. Teachers Teach More Than Subjects.

“…It then becomes necessary for the academic administrators to promote teamwork between the support professionals and the teachers, and this does not often happen. Phillippo & Stone (2013) in their investigation found that expectations for teachers are not made specific. "Not surprisingly, given the often-narrow scope of teacher roles in the U.S., expectations for teachers to support their students in times of academic or personal distress have not always been fully specified."…”

“…Often this emphasis forces them to disregard other less mechanical aspects that affect a child's performance in favor of their teacher effectiveness rating. In their introductory statement Phillippo and Stone (2013) point out that students' academic growth and performance have increasingly become the most important factors in measuring teacher effectiveness. They refer to controversial debates and the 2012 Chicago Teachers Union's strike over the emphasis placed upon student's test scores in carrying out processes of teacher evaluation.…”

“…Terry, that school's college counselor, offered her opinion, "School's should have protocols and every teacher should receive periodic training in different ways to support their students not only academically but emotionally as well." (interview June 2016) Unfortunately, Phillippo and Stone (2013) confirm that this is not a common practice in the United States. "Efforts to build teachers' efficacy about their work supporting students, however, would not be highly consistent with the current state of teacher education or school organization."…”

Pre-Service Teachers’ Self-Efficacy and Attitudes Regarding Using Motifs from Neuroeducation in Education and Teaching

“…Attitude is a psychological construct, a mental and emotional entity that inheres in, or characterizes a person (Allport, 1935;Perloff, 1993). An attitude consists of three components: cognitive, affective and behavioral (Rosenberg & Hovland, 1960).…”

Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

“…(Contains references.. Teachers must have a good relationship with the students, especially in academic things at school. A good relationship can help the student to expand their knowledge and motivation in overcoming academic issues (Melorose, Perroy, & Careas, 2003;Phillippo & Stone, 2013). That means, teachers should be able to understand the psychology development and characteristics of students (Aquino, 2015).…”