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• W68726982 abstract "The present study examined teacher role expectations as perceived by students and teachers in South Carolina. Results showed that middle school students were affectively oriented towards the teacher role expectations whereas both high school students and teachers were cognitively oriented However, all the conception groups regarded the cognitive role to have a lesson well-prepared and difficult learning material clearly explained as the most essential role for a teacher. In addition, all the conception groups gave far little weight to the '@professional role of the teacher. In recent years, there has been a growing amount of research on teacher role expectations. Kinney (1992) found that students' interests in science was favorably affected by teachers higher capacity for warmth. In the study, teacher role expectations were perceived by sixth-grade pupils along with five dimensions of teacher merits: affectiv , cognitive, disciplinary, innovative, and motivation. Kinney (1992) found that pupils perceived the effective teacher as a warm, friendly, and supportive person who communicated clearly, motivated and disciplined students effectively, and was flexible in methodology. In a study of teachers' and students' conception of the effective teacher (Mohan & Hull, 1985), it was found that middle school students and teachers were affectively oriented in their perceptions of a good teacher, though different conception groups had different degrees of affectiveness. This study also shows that the relationship with students and the concern for students were the most valued teacher role expectations. However, the cognitive role expectations, e.g., a thorough knowledge of the subject and an interesting presentation of the subject matter were not important. A review of the literature (Fielding & Gall 1982; Harris, et al., 1984; Hoyle, 1989; Little, 1993; Mustgrove & Taylor, 1989) has revealed that a teacher's role can be classified into three different role dimensions. They are affective, cognitive, and professional role dimesnsions; these are employed in the present study. The affective role dimension centers on the values, personality and emotional aspects of the teacher's role. This includes friendliness, approachability, care for students, and provision of counseling opportunities (Harris, et al., 1984). The cognitive role dimension refers to the role expectations that are mainly related to the cognition of knowledge and the development of intellectual abilities and skills (Henderson, 1990). This includes the teacher's knowledge ofthe subject, the lesson well-prepared, and difficult material clearly defined. The professional role dimension indicates the role aspects that are mainly related to the professional leadership and the quality of membership. This includes conducting educational research, developing curricula, helping to upgrade those beginning teachers, and a loyalty to the profession as a whole and its standards (Hoyle, 1989; Kinney 1992). Teachers are expected to play not only the cognitive role but also the affective and professional roles. Teachers often have different perceptions of their roles as a teacher than students, parents, and administrators (Marso & Pigge, 1990). Therefore, this study aimed at reducing a set of teacher role expectations perceived not only from the view of teachers but also from the views of students. It was hoped that the findings of the study would be significant to the future planning of teacher education and to those who are concerned with education. Method Subject. A total of 266 subjects (180 students and 86 teachers) were chosen from one middle and two secondary schools in South Carolina. The questionnaire was administered to teachers and students in normal classroom situations. The time spent completing the questionnaire was about thirty minutes. Instrument. The questionnaire was based on the six role definitions suggested by Kinney (1989), the five teacher merit dimensions proposed by Little (1993), and the good teacher characteristics derived by Wright (1984), whose inventory was a moderately reliable instrument to probe the affective or co nitive orientation of the students. …" @default.
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• W68726982 title "Teacher Role Expectations as Perceived by Students and Teachers in South Carolina" @default.
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