Student mapping of Singaporean teachers' social-emotional skills : a thesis presented in partial fulfilment of the requirements for the Masters of Educational Psychology, Massey University, Albany, New Zealand
Loading...
Date
2014
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
Hargreaves
(2000)
argued
that
emotions
were
central
to
teaching
practices.
However,
research
investigating
how
emotions
are
best
used
in
teaching
is
still
in
its
infancy
and
very
little
research
has
examined
this
issue
from
the
perspective
of
students.
Harvey,
Bimler,
Evans,
Kirkland
and
Pechtel
(2012)
sought
to
address
this
issue
when
they
organised
teachers'
social-‐emotional
skills
into
a
three-‐dimensional
model.
As
Harvey
et
al.
developed
this
model
in
the
New
Zealand
and
German
contexts,
it
primarily
drew
on
teachers’
perspectives
in
a
Western
context.
Further
research
is
required
to
evaluate
social-‐emotional
skills
that
teachers
use
from
students'
perspectives
in
a
non-‐
western
setting.
Two
studies
were
conducted
to
achieve
this.
Eighty-‐eight
descriptions
of
social-‐emotional
skills
(known
as
items)
were
generated
in
Study
1,
based
on
Harvey
and
Evans’
2003
study,
Harvey
et
al.’s
2012
study,
and
a
recent
review
of
the
literature.
Using
these
88
items,
a
sorting
task
was
conducted
with
Singaporean
participants
to
cluster
and
organise
groups
of
items,
in
order
to
validate
Harvey
et
al.'s
(2012)
model
in
the
Singaporean
context.
Using
the
three-‐dimensional
solution
developed
in
Study
1,
the
focus
of
Study
2
was
to
identify
key
emotional
practices
and
idiographic
response
styles.
Eighty-‐eight
Singaporean
students
completed
a
rating
task
to
identify
what
social-‐emotional
behaviours
their
teacher
practised.
Eight
“hotspots”
or
highly
applicable
clusters
of
social-‐emotional
skills
were
identified
as
salient
to
teachers’
practices.
Furthermore,
analysis
revealed
that
teachers'
response
profiles
against
these
hotspots
could
be
separated
into
five
patterns.
Overall,
the
results
partially
validate
Harvey
et
al.’s
2012
model
both
within
the
Singaporean
context
and
from
students’
perspectives,
thus
supporting
its
applicability
across
cultures
and
stakeholders.
Specifically,
support
is
added
to
the
notion
that
teachers’
social-‐
emotional
practices
can
be
identified
and
established
into
profiles.
These
findings
make
an
initial
step
toward
being
able
to
identify
students’
preferences
in
teacher
social-‐emotional
skills
and
these
skills
can
be
utilised
in
future
teacher
training
programmes.
Description
Keywords
Teachers' emotions, Emotions in teaching, Social-emotional skills, Students' perspectives, Teachers, Singapore, Emotional behaviour, Teacher behaviour