Adopted educational philosophy is significantly positively related to teaching style¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across all philosophy–style pairings, correlations are statistically significant, indicating a positive relationship between adopted philosophy and teaching style. → Emel Saritaş 2016

Evidence¶

Emel Saritaş 2016¶

Emel Saritaş. (2016). Relationship between philosophical preferences of classroom teachers and their teaching styles. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2787

q2 · i? · associational · r1

Relational survey model; correlation analysis across all five philosophies and five teaching styles (N=301) found every Pearson coefficient significant at the 0.01 level (2-tailed), ranging from .101 to .579. The author summarizes "a medium and low level of relationship" overall.

"Examining Table 4, there is a significant relationship between the educational philosophies and teaching styles of teachers."

Discussion¶

Related Claims¶

• Majority of classroom teachers adopt experimentalist philosophy — related
• Teacher-centered philosophies correlate with formal-authority teaching styles — a narrower finding that bears on this claim
• Student-centered philosophies correlate with personal, facilitator and delegator teaching styles — a narrower finding that bears on this claim
• Prospective teachers' critical thinking dispositions show no significant relationship with traditional educational philosophy preference — related
• Prospective teachers' critical thinking dispositions are positively and moderately correlated with their preference for contemporary educational philosophy — related
• Majority of classroom teachers have a facilitator teaching style — related