Teachers’ Beliefs about Authoritative Teaching: Response and Demand, or Response and Control?

Bruce Torff

International Journal of Contemporary Education, 2021, vol. 4, issue 1, 46-55

Abstract: In two studies, 254 secondary teachers completed a survey assessing beliefs about three putative factors of “authoritative teaching,†response, demand, and control. Control was positively associated with response, suggesting that teachers viewed development of relationships with students as congruent with classroom discipline. But demand was not associated with response, suggesting beliefs holding that academic rigor does not necessarily undermine relationships. Teachers apparently view authoritative teaching as combining response and control, not response and demand. Beliefs as such provide a window on classroom practices and provide a starting point for teacher educators who aim to facilitate optimal interactional styles in schools.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://redfame.com/journal/index.php/ijce/article/download/5179/5398 (application/pdf)
https://redfame.com/journal/index.php/ijce/article/view/5179 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rfa:ijcejl:v:4:y:2021:i:1:p:46-55

Access Statistics for this article

More articles in International Journal of Contemporary Education from Redfame publishing Contact information at EDIRC.
Bibliographic data for series maintained by Redfame publishing ().