Teacher Values and Relationship: Factors in Values Education

Brady, Laurie

doi:10.14221/ajte.2011v36n2.5

Cited by 75 publications

(74 citation statements)

References 9 publications

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“…The skills required for student -faculty relationships can be fostered by mentors serving as role models. Research studies have outlined effective teaching behaviors that impact student learning and success [3,19]. Effective student-faculty relationships are a major determinant in how well students will perform in clinical and classroom settings.…”

Section: Resultsmentioning

confidence: 99%

“…Effective teaching is an expression of personal and professional values that inform faculty behaviors and relationships with students that they bring with them into their classrooms [19]. These teaching behaviors and interactions impact how students perceive their classroom and clinical experiences.…”

Section: Student-faculty Relationshipsmentioning

confidence: 99%

“…Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19].…”

Section: Introductionmentioning

confidence: 99%

“…"Effective teaching is as much about the relationship as it is about technical proficiency" [19]. Teaching behaviors and interactions impact how students perceive their classroom and clinical experiences [4].…”

Section: Introductionmentioning

confidence: 99%

“…Nurse educators have the responsibility to provide an environment for learning that optimizes learner success. USA, personal experience in the assimilation of learning, cooperate effectively, and achieve higher levels of mastery of content and critical thinking skills [17,18].Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19].…”

mentioning

confidence: 99%

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Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Beck¹

2015

SOJNHC

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Negative relationships between students and educators are faculty becoming a focus in higher education, this is due in part to the impact on student learning [1,2]. Emerging evidence also reveals that these poor relationships in academic environments are often the cause of educator attrition, [3,4] and nurse educators who experience these deteriorating relationships have an increased likelihood of leaving their employment or nursing altogether [5][6][7][8]. In order to better understand student and nurse educator relationships (commonly referred in the literature as student and faculty incivility), research was examined to determine how and why ineffective interactions occur using an integrative review method [9]. All the studies portrayed incivility as a multifaceted complex problem in student and faculty relationships with psychological and sociological foundations, but few offered tangible strategies for resolution. The purpose of this study was to utilize identified themes prevalent in the literature to develop a set of strategies that can be used in designing mentorship programs, and to improve interactions between students and nurse educators in both the classroom and clinical settings. Evidence-based strategies need to be implemented that foster positive relationships between students and educators to reduce the devastating effects of these disruptive behaviors. Nurse educators have the responsibility to provide an environment for learning that optimizes learner success. USA, personal experience in the assimilation of learning, cooperate effectively, and achieve higher levels of mastery of content and critical thinking skills [17,18].Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19]. Teaching behaviors and interactions impact how students perceive their classroom and clinical experiences [4]. MethodsThe purpose of this investigation was to explore the historic evolution of research that included the keywords: student incivility, student and faculty relationships, and mentorship programs. The scope of the research was limited to studies from the last 15 years that primarily focused on higher education rather than practice settings, and excluded research that addressed bullying, and workplace mobbing. The analysis revealed consistent themes that were utilized to develop strategies to incorporate into existing mentorship programs to support new nurse educators entering the academic environment.

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Section: Resultsmentioning

confidence: 99%

Section: Student-faculty Relationshipsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Beck¹

2015

SOJNHC

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Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy

Balkar

Alev

2022

Psychology in the Schools

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Objective: The present research investigates direct relationships between professional values, professional efficacy, and professional engagement among primary school teachers. The mediating role of professional efficacy in the relationship between values and engagement, that is, whether greater adoption of professional values leads to greater professional efficacy, which in turn leads to greater professional engagement is explored. Method: A correlational design was used in the research. Survey data were collected from 370 primary school teachers in the city of Gaziantep, Turkey. Research data were collected through self-report questionnaires that assessed the variables of the research. Data were analyzed using confirmatory factor analysis, structural equation modeling, and the bootstrap method. Results: The results showed direct positive associations between the research variables and a partial mediating role of efficacy between values and engagement. While higher adoption of professional values directly led to greater professional engagement, it also predicted increases in professional efficacy and, in turn, indirectly increased teacher engagement.

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Values Education and Creating Effective Learning Environments: A Global Perspective

Zajda

2021

Globalisation, Comparative Education and Policy Research

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Teacher Values and Relationship: Factors in Values Education

Cited by 75 publications

References 9 publications

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy

Values Education and Creating Effective Learning Environments: A Global Perspective

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