This study aims to reveal the need-support profiles of science teachers by using the variables of teachers’ autonomy support, involvement and structure support as well as the role of the teachers with such profiles in students’ collective engagement. Within the scope of the study, first of all, the observation form developed by Reeve, Jang, Carrell, Jeon, and Barch (2004) was adapted into Turkish and then, 41 science lessons taught by different teachers were observed by using the form during a class hour. Descriptive statistics, cluster analysis and independent samples t-test were performed using IBM SPSS Statistics 20 to analyse the variables of the study. The cluster analysis showed that teachers in most classes (n= 35) were highly need-supportive, while a few teachers (n= 6) were moderately need-supportive. The independent samples t-test analysis demonstrated that the collective engagement of the students in the classrooms where the teachers were highly need-supportive was more than those of the students in the classrooms where the teachers were moderately need-supportive. Students’ collective engagement varied according to the teachers’ need-supportive profiles. In other words,, it can be assumed that teacher behaviours play a crucial role in students’ collective engagement.
Teachers’ autonomy support Teacher's involvement Teachers' structure support Students' collective engegament Science education
2016/298
Atatürk Üniversitesi
2016/298
Birincil Dil | İngilizce |
---|---|
Konular | Eğitim Üzerine Çalışmalar |
Bölüm | Articles |
Yazarlar | |
Proje Numarası | 2016/298 |
Erken Görünüm Tarihi | 31 Mart 2023 |
Yayımlanma Tarihi | 31 Mart 2023 |
Yayımlandığı Sayı | Yıl 2023 Cilt: 10 Sayı: 1 |
Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.
IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868