Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs |
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| Authors: | Email author" target="_blank">Joe?D?NicholsEmail author Guanglan?Zhang |
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| Institution: | (1) Department of Educational Studies, College of Education and Public Policy, Indiana University, Purdue University at Fort Wayne, 2101 East Coliseum Blvd, Fort Wayne, IN 46805, USA;(2) Department of Educational Psychology and Technology, The University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019, USA |
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| Abstract: | This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms
or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran,
entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least
3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type
questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control.
The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment
versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages
a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational
classroom environments are discussed. |
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