Personal Pedagogical Knowledge (PPK), one of the elementary factors of Pedagogical Content Knowledge (PCK), explains how teacher personality influences his/her unique way of teaching. It is an inevitable part of the Education for Sustainable Development (ESD). Pre-service teachers, who are participating in the knowledge management program for…

This study examined the associations among physical education students' perceptions of their teachers' autonomy-supportive and controlling interpersonal styles, need satisfaction and need frustration, and indices of psychological well-being (subjective vitality) and ill-being (negative affect). The results from 591 Chinese secondary school…

This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were…

Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers' teaching…

Guided by broaden-and-build theory and emotional response theory, we examined college students' emotional outcomes in the classroom (i.e., emotional interest, emotional support, emotion work, emotional valence) as a function of teacher confirmation (i.e., responding to questions, demonstrating interest, teaching style). Participants were 159…

Students and instructors acknowledge the importance of the instructor-student relationship in the classroom. Despite the importance of the instructor-student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader-member exchange, we explored…

Self-determination theory (SDT) has served as a theoretical framework for considerable research on teaching behavior and student motivation. The majority of studies have focused on need-supportive teaching behavior at the expense of need-thwarting teaching behavior (i.e., the "dark side" of teaching). The goal of the present study was to…

This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and…

This study was conducted to investigate the correlation between moral commitment and EFL teacher standard-based performance. 20 Muslim English native speaking instructors who work at Taibah University Language Centre participated in this study. The following instruments were used for investigating the correlation between teachers' moral…

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and…

While educational psychologists have found evidence for effective teaching behaviors that lead to academic achievement, pedagogy still lacks prescriptive accuracy for all students at all times. Teaching style and problem-solving style may be underlying mechanisms behind teaching behaviors. The present study looked at these three…

This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their…

The notion that teachers' classroom behaviour and interaction with pupils may be predicted on the basis of their gender underpins recent controversial campaigns to recruit more male teachers in the UK. Teachers' performances of gender are explored in this article, which draws on three cases from a larger study to analyse the ways in which teachers…

Article evaluated the influence of cooperating teachers on student teacher behavior and presented a conceptual systems manual containing teacher's oral communications. (RK)

The contemporary behavioralistic analysis of teaching assumes a necessary empirical relationship between differences in teacher behavior and levels of student achievement. This paper argues that this assumption lacks both empirical support and conceptual plausibility. Consequences of accepting the null hypothesis of differential teacher…