Open AccessTEACHER EFFECTIVENESS: THE EMOTIONAL COMPONENTS OF STUDENT-TEACHER RELATIONSHIP
Author(s) -
Chhabilata Dei
Publication year - 2017
Publication title -
scholarly research journal for interdisciplinary studies
Language(s) - English
Resource type - Journals
eISSN - 2319-4766
pISSN - 2278-8808
DOI - 10.21922/srjis.v4i37.10585
Subject(s) - psychology , perception , constructive , school teachers , developmental psychology , social psychology , mathematics education , process (computing) , neuroscience , computer science , operating system
The study examined the impact of perceived teacher effectiveness on the experienced emotion of primary school children. The sample comprised of 300 college student including boys and girls from different majors. The subjects were asked to remember their primary school years to respond to the questionnaires relating to their perception of an effective and an ineffective teacher and their experienced emotion in the classes of those teachers. The results showed that perceived effective teachers have significant impact on the experience of positive and constructive emotions of primary school children. On the other hand, although ineffective teachers significantly contributed to experience negative emotions, those are less influencing than the positive impact of effective teachers. Discriminant analysis pointed to 11 emotions in which effective teachers have significant discriminant power from ineffective teachers. Regression analyses pointed out that 39% of variances for perceived effectiveness of teachers are explained by 11 emotions. Likewise, 31% of the variances for perceived ineffectiveness of teachers were explained by 9 emotions. From these findings, it is derived that addressing students’ emotion in the classroom is one of the significant factors of teacher effectiveness. Primary school student responds to positive emotions more than negative emotions.