Grasha's five teaching styles (expert, formal authority, personal, facilitator, delegator)¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Grasha's model classifies teaching styles as consistent, observable teacher behaviors rather than personal traits. The expert style focuses on knowledge transfer; formal authority relies on rules and feedback; the personal style teaches by example; the facilitator asks questions, presents alternatives and develops student initiative; the delegator has students work independently. The article uses this taxonomy, defining style as "how the teacher behaves with students while teaching, not who the teacher is," to classify teachers and test philosophy–style relationships.

Design Implications¶

Context¶

Requirements¶

• Measured via the 40-item Grasha-Reichmann Teaching Style Questionnaire scored into low, medium and high levels, with high levels used to assign styles

Constraints¶

• Style assignment in this study used only the high-level scores on each dimension

Target Learners¶

• primary school classroom teachers

Target Learning Objectives¶

• understanding and identifying teachers' instructional styles

Claims¶

• Classroom Teachers Mostly Facilitator Style [+M]
• Philosophy Significantly Related Teaching Style [+M]

Related Theories¶

• Grasha-Riechmann six student learning styles classification
• Mann's six teaching styles taxonomy for higher education

Examples¶

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Key Sources¶

• 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