Impact of teacher competencies on student emotions...

These short extracts from published research papers are provided to support class discussion.

Gläser-Zikuda, M., & Fufl, S. (2008). Impact of teacher competencies on student emotions?: A multi-method approach. International Journal of Educational Research, 47(2), 136-147. doi: 10.1016/j.ijer.2007.11.013

Abstract

As a consequence of international educational studies like TIMSS and PISA, quality of instruction has become a central topic in the discussion between educators, researchers, and policymakers. Teacher competencies are preconditions for instructional quality. This study focuses on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction. Student emotions are one important aspect of the educational process and supposed preconditions of sustainable learning processes. In the study, we combine both qualitative and quantitative methods using questionnaires and semi-structured interviews. In total, 431 students from 16 classes participated in this study: 24 students and eight physics teachers were participants of the qualitative study. Each teacher taught two classes, and therefore a comparison of the ratings of each teacher by students of two different classes was possible. The results of our study confirm the assumption that perceived teacher competencies have an impact on student emotions. Analysis of the qualitative data supports the quantitative results and demonstrates the importance of teacher competencies for student emotions. By comparing qualitative and quantitative results, we demonstrate the advantages and disadvantages of each method. Consequently, we suggest a combination of qualitative and quantitative methods.

Methods?

“The presented study used cross-sectional quantitative data and qualitative data …. We applied two psychometric instruments, one to measure students’ ratings of physics teacher competencies, and the other to measure student emotions regarding physics instruction. Furthermore, we conducted semi-structured interviews. The interviews contained open and single closed questions and experts rated these qualitative data.”

Gläser-Zikuda & Fufl, 2008: 137

A point of methodological discussion

A “point of methodological discussion …is the predominance of quantitative methods in studies on instructional quality…

Although expert ratings of instructional quality are also conducted, it seems necessary to apply further qualitative instruments in research on instruction. Interviews, diaries ….and video-based observation (Stigler et al., 1996) are especially fruitful. Finally, the combination of different perspectives and methods is important for analyzing interactions in the classroom ….

.In this study, we combine subjective data from students (questionnaire and interview) and expert ratings based on interviews with students. …"

Gläser-Zikuda & Fufl, 2008: 13

The qualitative data

According to the mixed-method design…we use different types of data (qualitative and quantitative) and different types of analysis (qualitative and quantitative).

The qualitative data (e.g. the interview answers and content categories) offer a more subjective oriented way of analysis and help interpreting the quantitative data from the questionnaires.

By quantifying the qualitative data (by expert ratings) we are able to directly compare the different data sources and to discuss the validity of both.”

Gläser-Zikuda & Fufl, 2008: p.138

Forming deductive categories

"The procedure for rating the qualitative data represents a methodologically controlled assignment of theoretical categories to the text material. The goal is to formulate precise definitions, examples and coding rules for each deductive category, allowing for an exact determination of how the analyzed portion of the transcript is coded within a specific category.”

Gläser-Zikuda & Fufl, 2008: 138-139

Measuring emotions

“To measure student emotions in the qualitative part in the study, we used only the responses of the students to the two concluding questions of the interview: ‘‘How high is your well-being in physics class?’’ and ‘‘How high is your anxiety in physics class?’’, measured by a single five-point item from low (1) to high (5).”

Gläser-Zikuda & Fufl, 2008: 140

Qualitative data …help in interpreting the quantitative data

"For anxiety we only found a significant correlation with clarity of instruction (r = -.45) … students argued in the interview that a teacher’s performance pressure, lack of clarity and structure, as well as lack of support relate to their feelings of anxiety.

‘‘I feel anxious when the teacher asks me something in the lesson and I don’t know immediately what he wants me to say’’…

‘‘The teacher doesn’t explain well and this makes me insecure. This teacher is a catastrophe. Because of him I hate physics.’’

Gläser-Zikuda & Fufl, 2008:142

Case analysis

"Comparing the qualitative and quantitative data, the expert ratings for clarity of instruction, motivational competence, and teacher’s care are consistent. Teacher 4 is rated at a low level, teacher 6 at a high level, and teacher 8 at an intermediate level.

Regarding the significant quantitative differences, level 2 for diagnostic competence of performance of teacher 4 seems too high (or level 2 for both of the other teachers too low).

The individual reference norm orientation for teacher 8 seems too low (level 1, total mean = 3.35), compared with the quantitative data of teacher 6 (level 2, mean = 3.48). …

Regarding the means of diagnostic competence of social relations for teacher 6 (3.17) and teacher 8 (2.89), the expert ratings seem too high (level 3).

One reason for these differences between quantitative and qualitative data might be that the procedure in semi-structured interviews is too open to obtain representative responses regarding all competencies. To sum up, the expert ratings of the qualitative data were generally consistent with the quantitative data."

Gläser-Zikuda & Fufl, 2008: 144

From the discussion

"The qualitative and quantitative results of our study illustrate that student emotions are generally influenced by all perceived teacher competencies. Our hypotheses are mainly confirmed regarding the impact of teacher competencies on student well-being; the linear effect is strong. The higher the classes rated all perceived teacher competencies, the higher the well-being of the classes. The high correlation coefficients among all teacher competencies and student well-being may be explained by a latent factor, e.g. a general sympathy for the teacher. We assume that students’ emotional experiences with their teacher confounded their responses in the questionnaire. The qualitative data support this hypothesis."

p.145

(Brief extracts such as these can only give you a flavour of a study. You can use the citations to access the full papers to explore the extracts here in the contexts of the full studies.)

Index of topics