Impact of Perceived Teachers' Competence
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RESEARCH PAPERS IMPACT OF PERCEIVED TEACHERS' COMPETENCE ON STUDENTS' PERFORMANCE: EVIDENCE FOR MEDIATING/ MODERATING ROLE OF CLASS ENVIRONMENT By SARWAT SULTAN * MUHAMMAD SHAFI ** * Department of Applied Psychology, Bahauddin Zakariya University, Multan, Pakistan. ** Senior School Teacher, Government High School Dokota. ABSTRACT The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male & 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age range was between 12-14 years old. Teaching Competence Scale (Passi & Lalita, 2009) and Class Environment Scales (Kelly, 2010) were used to measure the perceived teachers' competence and perceived class environment, respectively. For the purpose of the present research, scales were translated into Urdu through back translation method. Results indicated that perceived teachers' competence predicted the students' performance, but did not predict the perceived class environment. Further results indicated that there is no mediation and moderation effect of class environment on the relationship between teachers' competence and students' performance. Keywords: Perceived Teacher Competence, Class Environment, Student Performance, Teachers-Student Relationship INTRODUCTION qualities supported by the social order. A fundamental variable in the teaching learning Simple acquiring of learning and ensured capability gives framework is the instructor. A sound instructive framework no certification to meet the previously stated objectives. can thrive if two conditions are effectively met. They are For this, it is mandatory for a teacher to have suitable initially the consistent overhauling and refinement in perception of individual inclination, its needs, and learning and expertise of serving educators and the developmental standards in light of urbanization second one is the training of teachers to make them generally and also throughout the world. Because of the competent with the suiting abilities, competencies and tremendous increase in roles and obligations, a teacher uplifting mentality towards occupation (Birch & Ladd, needs to show high request of professionalism inside and 1997). outside the classroom. It is difficult for a teacher to have all Competencies are particular and self evident qualities or competencies and capabilities in flawless amalgam. properties inexorable for instructing experts to make a However, taking skills and experience lead a teacher persuading and student favorable climate. towards competency (Dorman, 2001). Competencies are being concerned with three areas of Student perception about the teacher is a fundamental learner's behavior which are basic for teachers to shoulder element about teacher’s performance in the classroom. prime obligations. Other than spreading information, Because a capable or competent teacher is teacher helps students for the following. inconsistently warm and cheerful. She has a clear vision of the set targets. She executes fastidiously whatever is ·To create basis and investigative disposition. arranged. Administration of issues is carried out viably by ·To predict progressions in all circles of life and its effect her inside and outside the classroom. Her aptitude of on the social order. presentation of topic has the capacity to look for ·To help learners in moderating and transmitting consideration of scholars. She is equipped for inspiring the 10 i-manager’s Journal on Educational Psychology, Vol. 8 l No. 1 l May - July 2014 RESEARCH PAPERS weak students. Former research discoveries linked with student level aspects which impact the achievement and teacher competencies have identified that there lies a performance. solid relationship between teacher ability and viable Student performance is impacted by many school learning outcomes (Allen, & Fraser, 2007). variables, for example, school poverty (Aikens & Barbarin, Wade and Moor (1992) expressed that teachers need 2008) or the school environment (Pianta et al., 2008). Two learning of teaching method and preparing to create fundamental attributes of class environment are teacher themselves as proficient teachers with certain of their own warmth and classroom order, which have been capabilities and with a confidence on the potential of the recognized as especially vital in increasing student students. Pajares (1992) accepted that disposition, performance. From a frameworks point of view, the desires, observations of student teachers throughout the classroom social atmosphere is formed by student- preparation period must be considered by the teacher. teacher relationship and classroom order. Classroom This can augment to help in instilling qualities and alluring order and positive relationship are the thought to abilities around the student teachers. encourage student assurance, increment enthusiasm One of the essential concerns aiming educational toward educational subjects, and to enhance the research is the need to better see how class room settings performance and accomplishment (Moos, 1991). impact the student education and achievements Various studies have interfaced the measures such as (Bouffard, Roy, & Vezeau, 2005). Classroom settings are instructor warmth, order, and emotional support to liable to impact student education particularly achievement and performance (Bennacer, 2000; Birch & throughout elementary school when learners use the Ladd, 1997; Burchinal et al., 2002; Fraser, 1991; Pianta et greater part of their school day and instructional time with al, 2008). the same teacher and colleagues. Yet, there is restricted Perceived teacher competence and warmth has positive exact confirmation of a companionship between connection with scholarly performance in elementary classroom environment and rates of student school (Birch & Ladd, 1997). Education help to catch the performance. Despite the fact, some has explored degree to which instructors give guideline, empower the classroom elements with lingering change in learner obligation, and captivate learners in instructional accomplishment and performance (Boy & Pine, 1988), discussion. Emotional support incorporates the educator where few studies have demonstrated classroom affectability, classroom atmosphere, and classroom impacts on the increase of performance and administration. Both extents have been joined to the accomplishment (Burchinal, Peisner- Feinberg, Pianta, & accomplishment results, especially for at-danger learners Howes, 2002; Pianta, Belsky, Vandergrift, Houts, & Morrison, (Hamre & Pianta, 2001). In Pianta’s study, it is intended to 2008). look at the longitudinal connection between classroom A few studies have covered class environment impacts on quality and accomplishment throughout the span of students performance (Aikens & Barbarin, 2008; elementary school, classroom autonomy atmosphere as Mccoach, O'connell, Reis, & Levitt, 2006). However as far a correspondance of accomplishment development as literature is concerned, no study investigating (Pianta et al., 2008). classroom consequences for students performance and Perception of the classroom environment reported by accomplishment has addressed students within students has additionally been analyzed in connection to classrooms. Crevices in exploration on classroom scholastic accomplishment (Bennacer, 2000; Crosnoe, impacts may be because of the tests connected with Johnson, & Edler, 2004; Dunn & Harris, 1998; Fraser, 1991; gathering repeated measures of performance and Fraser & Fisher, 1982a). Student perception of classroom achievement throughout a scholastic year. Investigations environment has developed as powerful indicators of of classroom impacts should be likewise thought about performance outcomes (Bennacer, 2000: Fraser, 1991; i-manager’s Journal on Educational Psychology, Vol. 8 l No. 1 l May - July 2014 11 RESEARCH PAPERS Fraser & Fisher, 1982a). On the other hand, studies utilizing the study asks for the mediating and moderating role of student reports have researched the apparent classroom classroom environment between perceived teacher environment as a scholar variable (Bennacer, 2000; Dunn competency and student performance. On the basis of & Harris, 1998). One study that utilized the perception of those objectives, the hypothesized model was students interfaced on those classroom environment constructed as shown in Figure 1. Perceived class measures the learners' collected academic environment will play a role as mediator and moderator performance (Fraser & Fisher, 1982a). between the relationship of perceived teacher A limited number of studies have utilized multi-level competence and student performance. modeling to observe students within the classrooms or IV predicts DV: Perceived Teachers' Competence have collected learner reports to test the degree to which predicts Students' Performance perceptions of the classroom are imparted by all learners IV predicts MV: Perceived Teachers' Competence (Verkuyten & Thijs, 2002). The classroom environment is predicts Class Environment formed to some extent by the demographics of the MV predicts DV: Perceived Class Environment predicts scholars who create the class. The point when person Students' Performance demographics are collected at a school level, schools Method with more terrific extents of learners from high socio-class Participants foundations have a tendency to