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Effects of Different Teaching Styles to the

Knowledge Satisfaction of Level II Nursing

Students

Submitted by:

B35

De Guzman, Mark
Cerezo, Vanwilfred
Lorilla, Angel
Mascual, Maricar
Molina, Arem
Musngi, Kenneth Matthew
New, Janine
Nicasio, Marisse
Nuñez, Arianne
Oro, Harrah
Ortiz, Alejandro
Pader, Nicolai
Perez, Niña
INTRODUCTION

Students are considered to be the main purpose of running an educational

institution. They are known to be the customers who pay for a high quality of education.

And the institution, in exchange for the payment that they receive from their clients are

responsible for thinking of ways on how to satisfy their clientele in terms of the

knowledge or skills that they gain from the efforts of the institution. Several factors

affect this level of satisfaction, such as the efforts of the students, school facilities and the

teaching styles that the school uses in order to train their students. However, student

satisfaction does not only depend on the institution itself but the efforts of the students as

well. But in this study, the group will focus on the teaching styles as the main factor that

affects the level of satisfaction of the students. Students have their own preferences when

it comes to the type of teaching style that they think gives a greater help to them. Dr.

Phelan and Sarah Jane Schonour M.A have introduced 4 official teaching styles, namely

authoritarian, permissive, detached and authoritative learning.

In this study, the group seeks to determine which type of teaching style gives our

respondents a high level of satisfaction. The group aims to identify which type has a high

preference among students. Also, the study is conducted in order to give its respondents a

chance to suggest other types of teaching style which they think will satisfy their needs as

a student. In order to research on the information that the group needs, a survey tool will

be utilized which will include questions about students’ level of satisfaction and the

effect of these teaching styles to them.


STATEMENT OF PURPOSE

The purpose of this study is to conceptualize and to analyze what kind of teaching

style satisfies the level two nursing students’ knowledge. The study aims to determine if

authoritarian, permissive, detached and authoritative learning styles will lead to better

knowledge application. The study would also determine which type of learning style

would lead to a more effective retention of knowledge. And if so, discuss consequences

of possible adjustments, as well as suggest and recommend ways for the betterment.

The two important variables of the group’s study include level of students’

satisfaction as its dependent variable and mentors’ teaching style (authoritarian,

permissive, detached and authoritative learning) as the independent variable. Which are

both to be evaluated through conducting a survey to the target population. The group will

randomly select 50 people to answer the survey questionnaire which would include

questions about client’s satisfaction to the type of teaching style that he or she have

experienced. The group will also request for suggestions regarding which type of

teaching style, among the four types mentioned above is more effective.

Also, the group will give it’s population a chance to suggest other types of

teaching style which they think will improve an individual’s satisfaction .


STATEMENT OF PROBLEM

The study seeks to compare the differences on the level of satisfaction of students in

relationship to the teaching styles employed to them. More specifically, it aims to answer

these questions:

• What teaching style would best satisfy the students?

• What teaching style would least satisfy the students?

• What is the effect of different teaching style to the satisfaction of level two

nursing student?

• Would it be possible that the students want a combination of different teaching

styles to satisfy them?

• What are the students’ recommendations in regards to their professors’ teaching

styles?

HYPOTHESIS

• The different teaching strategies will not affect the level of satisfaction of the

second year students

• The different teaching strategies will affect the level of satisfaction of the second

year student

• The authoritative teaching strategy will increase the level of satisfaction of the

second year students

• The detached teaching strategy will decreased the level of satisfaction of the

second year students.


• The authoritarian teaching strategy will decrease the level of satisfaction of the

second year students

• The permissive teaching strategy will decrease the level of satisfaction of the

second year students.

SIGNIFICANCE OF THE STUDY

The researchers made this study to know if the different teaching style will

increase or decrease the level of satisfaction of the 2nd year nursing student of UERM.

This study aims to; first help the administrator of the school have an idea on what

will be the impact of different teaching style of the faculty members to the students and

know if it will increase or decrease the satisfaction of the students. Second for the

teachers, for them to be aware about what teaching styles may benefit/satisfy their

students to utilize and improve it. Third for the students, to help them know what

teaching style best satisfies them. And lastly for the succeeding batches, so that the

previous teaching styles that do not satisfy the nursing students will not be use anymore

and the best teaching.

This research will serve as a guide for other researchers who would want to take

on studies about the effects of different teaching style to the level of satisfaction of the 2 nd

year nursing student.


SCOPE AND DELIMITATION

The study focuses on the effect of the different mentor teaching styles on the

satisfaction of the students as a consumer. The population selected by the investigators

are Level II nursing students, due to the fact that one of the major concepts in Nursing

(Maternal and Child Nursing) is initially introduced at this level. Consequently, the

investigators believe that at such time, a great deal of attention must be imparted on the

teaching styles in order to satisfy the students in their knowledge yearning and

satisfaction as well. The investigators would utilize a research tool which was devised by

the team themselves.

With this, the team would limit the study by not interfering with the current status

of the different mentor teaching styles. The study concept would be limited to the four

teaching styles (Authoritative, Permissive, Detached and Authoritarian) as suggested by

Dr. Fellan and Sarah Jane Schonour, and would not include other factors related to

student satisfaction (campus equipments and facilities, etc.).

DEFINTION OF TERMS

During the course of the study, the investigators would utilize the use of the following
terms:

Authoritarian teaching style – An authoritarian teaching styles is one where teacher

implements firm and strict measures, as well as firm limits and control on the students,

and is entirely concerned on what the students learn and how they learn. The respondents

would often describe the teacher as a “screamer”, and verbalization of fear when dealing

with the teacher.


Permissive teaching style – Respondents would often describe this teaching style as

“being friendly”. Permissive style is where the teacher usually befriends the students,

and student’s participation is observed inside the class, and the teacher usually doesn’t

develop a firm teaching plan.

Detached teaching style – This is where the respondents usually complain about the

behavior of the teacher, and states that the teacher only usually gives worksheets and

handouts, and consequently leaves the studying to the students themselves. This style of

teaching is a desensitized teaching because the teacher does not care about the students.

Flaccidity of the students’ participation is observed.

Authoritative teaching style – This type of teaching style is often verbalized by the

students as the ideal teaching style. The classroom is described as clean and neat, like the

authoritarian’s room, but the teacher is respected not out of fear but the ability of the

teacher himself/herself. The teacher also cares about what’s happening to each student

and emotional support is evident.

Satisfaction - The investigators define student satisfaction as a measure of how different

services of the educational institution, specifically the professor’s teaching style as a

topic in this study, meet or surpass the student’s expectations as customers. The

investigators would utilize a 5-point satisfaction scale.


RESEARCH DESIGN AND METHODOLOGY

The members of the investigators utilize the survey research of the co-relational study

under descriptive research design from which the relationship between two variables will

be measured. These variables already occur in the group or population and are not

controlled by the experimenter. The investigators understand that there is no evidence or

proof that changes in one variable cause changes in the other variable and that correlation

does not equal causation. The investigator utilize this method because they would like to

determine the extent to which the different teaching styles would be related to the

satisfaction of the selected population.

SAMPLE SIZE AND TECHNIQUE

Formula:

Ss= NV + [Se2 (1-p)]

NSe + [V2p(1-p)]

= 210(1.95) + (0.01)2 x (1-0.50)

210(0.01) + (1.95) x 0.50(0.50)

Ss = 135
The investigators would use the sample survey to determine the sample size

because of the vastness of the population. Out of 210 level two nursing students, the

investigator would like to ask 135 students using cluster sampling. Cluster sampling is a

sampling technique in which the entire population of interest is divided into groups, or

clusters, and a random sample of these clusters is selected.

DATA ANALYSIS:

The investigators would like to analyze the data based from the devised research tool.

The researchers would not reveal to the respondents the four types of teaching styles as to

avoid generalization of data, but the respondents would be presented with a table from

which different characteristics of the teaching style would be listed, and a corresponding

satisfaction rating should be given per characteristic. The researcher would then analyze

the satisfaction rating of the different characteristics in order to deciper what type of

teaching style satisfies the respondent.

SUBJECT AND POPULATION:

The subject on the effects of different teaching style to the level of satisfaction is 135

taken from 210 total populations of level two nursing students. The investigator used

cluster sampling in choosing the 135 students, from which the investigators would cluster

the population into different sections, in accordance to their current professor. The
investigators would conduct the surveying inside the campus of UERMMCI to provide

both the investigators and respondents with convenience.

STATISTICAL TREATMENT:

The statistical tools that are going to be used by the investigator in answering the research

questions of the study includes the following:

Frequency Counts wherein the investigators would tally the answers to specific

questions and determine the number of occurrences of a specific variable.

Percentage Distribution, which is one of the most convenient ways of organizing data.

It would provide the researchers an easier way of analyzing and comparing data. The

investigators would utilize different types of graph (pie graph, bar graph etc.) in

presenting the different percentage distributions.

Measures of Central Tendency. The investigators would compute for the different

measures of tendency such as the Mean, Median and Mode. The computed mean would

take into account not only the frequency of cases in a category and the positions of a

score into a measure but the values of the scores as well. The computed median

recognizes the position of the value of a measure. The mode, on the other hand would

determine the most frequently occurring value.


ANOVA. Since the investigators have four different teaching styles, the group would

utilize ANOVA. ANOVA determines whether thee value of a single variable differs

significantly among three or more levels of a factor. ANOVA provides a statistical test of

whether or not the means of several groups are all equal, and therefore generalizes t-

test into the four teaching styles as specified by the investigators. ANOVAs are helpful

because they possess an advantage over a two-sample t-test. Doing multiple two-sample

t-tests would result in an increased chance of committing a type I error. For this reason,

ANOVAs are useful in comparing two, three or more means.


Student No. Current Year Level:
Sex:
Age :

1. As a student who pays tuition fees in the school, which of the following areas makes you satisfied
as a customer?

__Classroom Facilities

__ School and Laboratory Equipments

__Recreational Facilities ( Gym, Canteen, Library etc.)

__Professor and their teaching styles

__Degree of knowledge learned

__ Benefits ( Free Hospitlization, check-ups etc.)

__ Others, please specify : _____________________________

2. How satisfied are you on how your professors do their teachings?

__Very Satisfied

__Moderately Satisfied

__Satisfied

__Slightly Satisfied

__Not Satisfied

3. How satisfied are you on your professors teaching styles?

__Very Satisfied

__Moderately Satisfied

__Satisfied

__Slightly Satisfied

__Not Satisfied
4. Which of the following characteristics of the professor makes you satisfied in accordance to
his/her teaching styles?

Characteristics:

_ firm discipline

_concern

_friendly

_absence of emotional support

_strong discipline

Do you currently have a professor whose characteristic matches on what you answered
from the previous question ?

____Yes

____No

5. What is your ideal teaching style that satisfies yourself as a customer in this educational
institution?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. What are your recommendations in the teaching styles currently employed to you?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5 (Very 4 3 (Neither 2 1 (Very
Satisfied) (Moderately Satisfied (Somewhat dissatisfied)
Satisfied) nor Dissatisfied
Dissatisfied )
)

1. I feel satisfied if the teacher implements


firm and strict measures in order to impose
discipline to the students.

2. I feel satisfied if the teacher is friendly,


while still maintaining professionalism.

3. I feel satisfied if the teacher would just


give us worksheets and handouts for learning.

4. I feel satisfied if the teacher would display


integrity and care for the class.

5. I feel satisfied if the teacher places firm


limits and control on the student.

6. I feel satisfied if the teacher develops a not


so firm discipline plan.

7. I feel satisfied if the teacher does not show


too much emotional support for the students
to maintain teacher-student relationship.

8. I feel satisfied if the teacher meets out


discipline, but only after careful consideration
of the circumstances.

9. I feel satisfied if the teacher is entirely


concerned about what the students learn and
how they learn.

10. I feel satisfied if the teacher engages the


students in a interactive discussion where the
students participate in recitations.

11. I feel satisfied if the teacher is not very


much involved in the classroom, and more
effort are exerted on homeworksi, quizzes and
exams.

12. I feel satisfied if the teacher places limits


and controls on the class but simultaneously
encourages independence.
RELATED LITERATURE FOR THE DEPENDENT VARIABLE: STUDENT

SATISFACTION

A. Ebbert, D.W., Connors, H. (January, 2004). Evaluation of clinical performance and nurse practitioner

student satisfaction

This challenge has escalated with the proliferation of programs that educate nurses for advanced practice roles.
Competencies of nurse practitioners are dependent upon development and application of a strong fund of knowledge in
the specialty area and demonstration of technical, interpersonal, and critical thinking skills, attitudes, and ethics. With
the broad educational diversity in nursing, objective evaluation of multiple components using traditional evaluation
methods has proven impossible. * Evaluations conducted by clinical preceptors and direct observation by faculty are
the most frequent methods used for the evaluation of nurse practitioner students in the clinical area. However, clinical
evaluations based on direct observation are inherently biased, and subjective evaluations lack generalized reliability (1).
Students are acutely aware of this problem and become frustrated with how to self-advocate to correct inaccurate
evaluations. An additional problem is that to conserve expense, time, and human resources, faculty performing direct
observation must often limit the time spent at each clinical site

ANALYSIS:

- The performance also of the student also depends on how the educators act; the level of satisfaction of every
student might be affected during the interaction whether it is in conserving time, expenses and also in human
resources. The quality of knowledge also can be a big problem on how the performance of faculty during
teaching.

B. Gibbons C., Dempster M. & Moutray M (January, 2010). Stress, coping and satisfaction in nursing

students.

Approach coping was not a predictor of well-being. The mere presence of support appeared beneficial as well as the
utility of that support to help a student cope. Initiatives to promote support and self-efficacy are likely to have
immediate benefits for student well-being. In course reviews, nurse educators need to consider how students'
experiences might contribute not just to potential distress, but to stress as well.

ANALYSIS:
- Big support for every student also can be a big deal on how the level of students satisfaction can be, A
student with support have great benefits on enhancing his self satisfaction towards nursing profession also in
the part of the educators that educators should also consider the level of understanding and satisfaction of
students. Supportive style of enhancing knowledge of every student can also increase the satisfaction of a
student in every aspect.

C. El Ansari W. ( February 2002) Student nurse satisfaction levels with their course

The study found no differences in performance or satisfaction levels according to gender, but disabled students
indicated less satisfaction although the differences were not significant. Fewer students of 'non-white' ethnicity felt that
their learning experience was intellectually stimulating, and that the information about their modules was satisfactory
and readily available. Student age significantly predicted performance and 'mature' students performed better and
showed higher satisfaction than 'traditional' students. The findings and their implications for nurse education and
curriculum design are discussed, with support from a growing number of studies investigating student nurse satisfaction
and quality issues of learning and teaching in higher education.

ANALYSIS:
- The level of satisfaction is also based on students maturity in mind that they are really into what they really
like and also if student participate in enhancing himself/ herself in different teaching styles of the educator.
There is also no differences when it comes to gender whether its female who had more satisfaction than the
male student and also no significant problems relating disability of a student.

D. Shinta (June, 2010) Teaching and assessing in Nursing: A worth remembering educational experience

A meaningful mentor – student relationship facilitates the acquisition of knowledge and skills but also assists the
creation of a worth remembering educational experience.
ANALYSIS:
- A student nurse and educator should have understanding in each other that can help improve the satisfaction
of every student to enhance his/her capability in doing such things that can enhanced knowledge and skills
that can be learned thru a nice and interactive teaching style.

E. Keri G. (2002) Degrees of Congruence Between Instructor and Student Styles Regarding Student
Satisfaction

Student satisfaction has been of pivotal concern to educators for many decades. The concerns are directed at attrition
rates, general disinterestedness towards education, and problems arising out of teaching and learning. The purpose of
the current study was to investigate whether congruities between students' learning styles and instructors' teaching
styles related to student satisfaction. The results indicated that there were no statistical differences in the satisfaction of
students whose learning styles were congruent to their instructors' teaching styles as compared to those students whose
styles were not.
ANALYSIS:
- Teaching strategies can help and increase the satisfaction of every student depending on how it is will be
perform or act, some students increase their satisfaction thru the strict mentoring, some can increase their
satisfaction by not attending a boring class and sometimes by just adjusting on how the mentor perform
his/her teaching strategy thus sometimes it only relies on the student itself whether he or she uses maturity in
mind in acquiring student satisfaction.

F. Dunn S. V., Hansford B. Undergraduate nursing students' perceptions of their clinical learning

environment.

The five subscales of the Clinical Learning Environment Scale, ‘Staff-student relationships’, ‘nurse manager
commitment’, ‘patient relationships’, ‘student satisfaction’ and ‘hierarchy and ritual’, were supported by qualitative
data obtained from student interviews. Interpersonal relationships between the participants in the CLE were crucial to
the development of a positive learning environment. Student satisfaction with the CLE was both a result of, and
influential in creation, a positive learning environment. Nurse educators, clinical venues, and all others participating in
the undergraduate nursing students' clinical education, must collaborate in order to create a CLE which promotes the
development of well-educated registered nurses capable of providing safe, cost-effective patient care.

ANALYSIS:
- Relationship and collaboration of a student-mentor is important especially when working on the maturity of
mind of every student that can affect their satisfaction in life as a student, Mentors should provide influential
knowledge and an effective teaching strategy to the students to provide knowledge development and to
promote and enhance his/her satisfaction.

G. Hassan M. (January 2002) Academic satisfaction and approaches to learning among United Arab
emirates university students
This study examined the relationship between students' academic satisfaction and approaches to learning. A total of 351
undergraduate students participated in this study. Study requirements and instructor treatment as two constructs of
satisfaction predicted surface approach, instructor treatment and attitudes towards study predicted deep approach, and
attitudes towards study predicted achieving approach. In general, academic satisfaction directly affected students'
approaches to learning as examined by structural equation analysis, particularly for deep approach.
ANALYSIS:
- Restating on what has been stated above, academic satisfaction directly affect students’ approaches to
learning as examined by structural analysis, particularly for deep approach. Deep approach basically means
how the instructor or facilitator treats his/her student, and the attitudes that the student show with towards the
study. The factors, such as “how the facilitator treat the student” and the “attitudes that the student show
towards the study” can affect the level of learning satisfaction among undergraduate students.

H. Eom S.B., Wen J., Ashil N. (July, 2006) The Determinants of Student’s Perceived Learning Outcomes
and Satisfaction in University Education

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their
perceived learning outcomes in the context of university online courses. Independent variables included in the study are
course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential
determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least
one online course at a university in the Midwest were used to examine the structural model. The results indicated that
all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to
affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model
results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online
education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and
read/write learning styles) and with timely, meaningful instructor feedback of various types.

ANALYSIS:

- The study arrived to a conclusion that the dominating variables that affect the level of learning satisfaction
among students are instructor feedback and learning style. The levels of satisfaction of students who took
online courses from universities, as from what their study had reflected, that instructor feedback and the
varieties of learning styles. The instructor feedback should be seen or done by the facilitator, while on the
other hand; learning styles are the things which the student itself utilizes as their medium of learning.

I. Kantek F., (August 2007) Improving Student Satisfaction in Nursing Education

Student satisfaction is defined as a pleasurable emotional state resulting from person‘s enactment of student roles. As in
other educational institutions, student satisfaction is one of optimal outcome criteria for obtaining accreditation in
nursing programs. Therefore, it is a major concern for administrators in institutions of education. Student satisfaction is
a multidimensional concept and includes more than a student‘s satisfaction from a particular course. It also refers to the
student interaction with the faculty and the management, school curriculum, consultancy and library services,
scholarships offered by the university, social and cultural opportunities etc. The extent to which nursing programs
ensure student satisfaction or respond to their needs and expectations contributes to intellectual, social and affective
growth and change. Besides, student satisfaction is considered to affect retention and academic success.
ANALYSIS:
The article above is more of stating definitions about students’ satisfaction. The term student satisfaction is
defined as a multidimensional concept and includes more than a students’ satisfaction from a particular course. Student
satisfaction, are also vital in obtaining accreditation for universities that offers nursing programs. And lastly, factors
that may or can affect students’ learning satisfaction, should be identified for the reason that it affect retention and
academic success.

J. Chien T.K., (2007) Using the learning satisfaction improving model to enhance the teaching quality
This paper aimed to establish an 11-step “improvement decision model” to enhance learning satisfaction. The model
presented integrated Kano's model and the relevant concepts for decision making, and puts forward an “improvement
decision diagram and principles”. This paper also establishes “constructs of the learning satisfaction measurement” and
a “teaching quality management cycle” to make it easy for instructors, administrators and students to jointly upgrade
teaching quality. The “improvement decision model” can effectively assist teachers to enhance their instructional
materials and elevate student's learning satisfaction. With enthusiastic participation of four instructors, the results of
the case study are found to be satisfactory and support the applicability of the model proposed in this paper.

Analysis:

- The study that they utilized was influenced by the “improvement decision model” wherein it can enhance the
learning satisfaction of students. This model can effectively help teachers to enhance their instructional
materials, and thus, enhance or elevate students’ learning satisfaction.

K. Kim E.J., (March, 2011) Getting Satisfaction from Interpersonal Interactions in Small Groups: A Model
Based on Self-Determination Theory

The main purpose of the present study is to explorer conditions for active participation in, and getting satisfaction from,
small group interactions. Especially, this paper focuses on interpersonal communication among college students in
cooperative learning groups. Relying on the theoretical framework of self-determination theory, we propose that
participation in interpersonal interactions would be enhanced by three basic psychological needs: competence
(perceived communication competence), autonomy (perceived autonomy in small group contexts), and relatedness
(willingness to establish and maintain interpersonal relationships with their group members). It was also assumed that
these three basic psychological needs, which would be influenced by perceived environmental pressures, would affect
degrees of active oral interactions among students, which, in turn, would determine degrees of class satisfaction. Using
structural equation modeling, we tested the hypothesized causal links among the variables to modify the original model
and produce a finalized model. For cross-validation, then, we tested the finalized model with an independent sample, to
confirm the equivalence of the measurement and the structural paths across the samples.

Analysis:
The article above goes to show that a student can obtain satisfaction through interpersonal interactions.
Communication within a group can facilitate learning, thus increasing the groups’ level of learning satisfaction.
Interpersonal interactions can also be enhanced by the basic psychological needs namely; competence, autonomy,
and lastly competence. Students’ facilitators can manipulate the factors that can affect their students’ level of
learning satisfaction.
RELATED LITERATURE FOR INDEPENDENT VARAIBLE: TEACHING STYLES

A. Hawley, C. (2006) Teacher Talk Authoritarian Teaching Style

The authoritarian teacher places firm limits and controls on the students. Students will often have assigned seats for the
entire term. The desks are usually in straight rows and there are no deviations. Students must be in their seats at the
beginning of class and they frequently remain there throughout the period. This teacher rarely gives hall passes or
recognizes excused absences. Often, it is quiet. Students know they should not interrupt the teacher. Since verbal
exchange and discussion are discouraged, the authoritarian's students do not have the opportunity to learn and/or
practice communication skills. This teacher prefers vigorous discipline and expects swift obedience. Failure to obey
the teacher usually results in detention or a trip to the principal's office. In this classroom, students need to follow
directions and not ask why.

ANALYSIS:

- Having an authoritarian as a teacher in the classroom setting will help students become efficient as well as
consistent in their studies. They are also taught to become disciplined individuals responsible for their own
actions.

B. Harland B., (January 2011) Authoritative Classroom Management Style

Authoritative classroom management has several characteristics that help promote student involvement and regulate
behavior without being authoritarian. Authoritative teachers communicate their expectations clearly, and they have
high expectations for the students, but they will explain why they have the rules and expectations. The authoritative
style encourages classroom discussion and questions that are relevant to what the teacher is covering. Even when
students are acting inappropriately, authoritative teachers maintain a respectful, firm tone and provide students with a
warning before giving a punishment. Additionally, the authoritarian teacher emphasizes rules and discipline. Failure to
obey those rules is followed by appropriate punishment techniques. While positive reinforcement is certainly used to
encourage good behavior, negative reinforcement is often used to discourage inappropriate behaviors. In short,
authoritarian supervision of students depends upon the teacher acting as the ultimate authority, providing direction in
all classroom activity and making most classroom decisions (Hawley, 1996)."

ANALYSIS:

- The advantage of an authoritarian environment promotes student motivation because students are expected to
meet certain expectations to fulfill their responsibility as students that are not being spoon-fed by the
teachers. It is true that although enforcing an authoritarian environment in the classroom can both yield good
and bad behaviors it is also an effect of how the teacher handles the classroom and the students. The actions
of these students vary depending on how the teacher accentuates the rules to be met and followed.

C. Phelan, T. (July 2005) ParentMagic Newsletter, Special Teachers’ Edition

Teachers are quick to “jump” on every behavior that is not acceptable in the classroom. Support and positive
reinforcement, however, are rare. The authoritarian teacher may use a loud voice to get the attention of her students.
She may act shocked and angry when students don’t follow her directives. The “benefit” of this style is that the
teacher frequently gets the immediate compliance from her students.

ANALYSIS:
- Although the authoritarian way of teaching is effective it could also mean that the students will misbehave
intently since the teachers are often in an unfriendly manner.

Teachers are often “too nice.” They want students to like them and they want to be helpful, so they are warm and
supportive but not very good at setting limits. Permissive teachers may focus on effort while de-emphasizing the
quality of students’ productions. Disruptive behavior may be ignored or handled with weak, soft-spoken “reprimands”
or pleading. While warmth and support are good qualities, students still appreciate discipline even if they don’t show it.

ANALYSIS:

- Permissive teaching is a good approach to students although sometimes the students may take advantage of
the teacher. Since the teacher has the tendency to become lenient and light with regards to classroom rules
but not as much affecting her teaching.

The detached teacher tends to be neither warm nor demanding. She may sit at her desk when students are working or
grade papers when “supervising” the playground. Students who need extra emotional support do not get it from her,
and students who need firm behavioral limits do not get that either. The detached teacher may miss important “warning
signs” from students who are having trouble, academically or behaviorally. Other students may withdraw and feel
unimportant. And still other kids may increase acting-out behavior.

ANALYSIS:

- A disadvantage of having a detached teacher is one that does not show any concern to the students. Often
students will lead to misbehavior since the teacher is too detached to notice the students’ actions.

Authoritative teaching is ideal, though this approach is easier said than done! This teacher has a positive, kind and
supportive relationship with her students, but they know when she “means business.” Because she has an effective
discipline plan and her classroom is orderly, the students trust her and respect her. There is more time for academics.
This teacher feels empowered and energized because she sees positive growth and development in her students. Her
students feel safe as well as capable.

ANALYSIS:

- Being authoritative means a lot of hard work for both the teacher and the student. Both sides have agreed to
compromise to meet halfway in order to attain their goals as students and teacher.

D. Wagaman J., (July 2009) Understanding The Four Teaching Styles

The authoritative teacher is one who has an orderly classroom, a strong discipline plan and is caring and supportive.
Students respect this teacher and know that they can go to her with problems of any kind no matter how big or small.
While this style of teaching is ideal, it can be difficult to achieve.

ANALYSIS:

- It is understood that enforcing an authoritative environment is difficult although it is possibly achieved as


long as both sides are able to do their duties as students and teachers respectively.

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