Student-centered philosophies correlate with personal, facilitator and delegator teaching styles¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Experimentalism correlates most strongly with the personal style (r = 0.571) and also with facilitator (r = 0.532) and delegator (r = 0.479); existentialism correlates most strongly with facilitator (r = 0.579) and delegator (r = 0.579). → 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 · i1 · associational · r1

Pearson correlation analysis (N=301) on the same survey data; Table 4 shows experimentalism with personal r=.571, facilitator r=.532, delegator r=.479, and existentialism with facilitator r=.579 and delegator r=.579, all significant at 0.01. The text describes these as "a medium and positive relationship".

"Considering the teaching styles of teachers who adopt experimentalist philosophy, the highest level of relationship is with personal teaching style (r=0.571)."

Discussion¶

Related Claims¶

• Majority of classroom teachers adopt experimentalist philosophy — related
• Majority of classroom teachers have a facilitator teaching style — related
• In a survey of physical education and sports teachers, existentialist education is the most endorsed and essentialism the least endorsed of five educational philosophies — related
• Adopted educational philosophy is significantly positively related to teaching style — a broader claim this one bears on
• Teacher-centered philosophies correlate with formal-authority teaching styles — related
• Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles
• Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions — related