Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

Inda‐Caro, Mercedes; Maulana, Ridwan; Fernández-García, Carmen María; Peña-Calvo, José Vicente; Rodríguez-Menéndez, M. del Carmen; Helms-Lorenz, Michelle

doi:10.1007/s10984-018-9275-z

Cited by 33 publications

(29 citation statements)

References 55 publications

(87 reference statements)

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“…The questionnaire consisted of 41 items measuring six domains including safe learning climate (α = 0.66), efficient classroom management (α = 0.76), clarity of instruction (α = 0.70), activating teaching (α = 0.80), differentiation (α = 0.60), and teaching learning strategies (α = 0.71) ( Inda-Caro et al, 2018 ). Item response was provided using a rating-scale ranging from 1 (completely untrue) to 4 (completely true).…”

Section: Methodsmentioning

confidence: 99%

Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level

et al. 2019

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The purpose of this study was to examine student perceptions of teaching behavior. Additionally the aim was to examine if teacher characteristics (educational level, gender, and teaching experience) could explain differences in student perceptions of their teachers. Teaching behavior was studied from the research on teaching and teacher effectiveness perspective. Secondary students (N = 7,114), taught by 410 teachers in Spain, participated in the study. Survey data were analyzed using non-parametric tests, Kruskal–Wallis, U Mann–Whitney with Bonferroni correction, and the analysis of effect sizes. Furthermore, a regression model was applied. Results showed that teaching behavior was perceived as sufficient to good, depending on the teaching behavior domain. Results indicated interesting differences between lower secondary education, upper secondary education and vocational education and training teachers. The effect size values (rU statistic) ranged between 0.43 and 0.63, highlighting the significant effect of teachers’ teaching experience on the six teaching skills domains: learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching learning strategies. Those teachers with less teaching experience were the ones who showed higher scores. Findings from the regression model showed that educational level had a significant predictive effect on the six teaching skills domains, mainly for male teachers. However, in several domains female teachers were perceived by students to outperform their male counterparts.

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Section: Methodsmentioning

confidence: 99%

Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level

et al. 2019

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“…Although it is an increasingly researched topic, there appeared to be a lot of conceptual confusion concerning it, and different terms have been used interchangeably to represent the same idea (see Day et al, 2015;Kunter et al, 2013;Rjosk et al, 2014). Despite this conceptual confusion, unfortunately very common in our discipline (Murphy & Alexander, 2000), researchers widely agree that students' learning and outcomes are strongly related with the quality of classroom processes (Inda-Caro et al, 2019;Maulana et al, 2015).…”

Section: Teaching Qualitymentioning

confidence: 99%

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

Ruiz-Alfonso

León

Vega

et al. 2020

Psicología Educativa

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Identifying teaching-related behaviors that prevail on students' optimal functioning has been a relevant research topic in recent years (Stroet et al., 2015a; Trautwein et al., 2015). Improving students' learning is a widespread educational concern, and previous literature has shown that teaching quality plays a key role enhancing students' learning and outcomes (Wallace et al., 2016). In this regard, previous studies have consistently shown what teachers do in the classroom meaningfully influence students' learning, and that having effective teachers eases students to reach their full potential (Maulana et al., 2015; Torrijos et al., 2018). However, there is a lack of sufficient literature regarding the specific behaviors of math teachers that impact on students' performance (Rimm-Kaufman et al., 2014). This deserves special attention for secondary education, since math abilities play a direct role in students' competences to be successful in school (Gaspard, 2015; Kosovich et al., 2015) and affect students' future academic and professional performance (Seaton et al., 2014). Moreover, at secondary education stage, students' interest in school usually lessens, and their math achievement gets significantly worse (Kiemer et al., 2015). This highlights the necessity of better knowing how

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“…In addition, the expert team are proficient in both English and the target local language. In an earlier research, the 41-items MTQ was proven to be reliable and valid (Inda-Caro et al, 2018).…”

Section: Measurementioning

confidence: 96%

Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

et al. 2020

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The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.

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Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

Cited by 33 publications

References 55 publications

Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level

Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

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