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Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students being disruptive in class, the teacher does not intervene) planned, adopted, and student-perceived (de)motivating teaching styles. A mixed method was adopted by involving 20 secondary school teachers and their 38 students in focus group interviews and in filling in a measure of (de)motivating teaching styles. While the questionnaire data did not reveal significant differences, the focus group interviews uncovered noteworthy distinctions. The data from focus group interviews with teachers and students revealed that the proportion of teachers adopting a controlling teaching style is higher than those who had initially planned to use this style. Simultaneously, the proportion of teachers adopting a controlling style is lower than the proportion of students perceiving this style. Thematic analysis of data gathered from focus group interviews with teachers identified five main themes influencing teachers’ adoption of teaching styles: “teacher factors”, “school factors”, “student factors”, “management and relationships”, and “teaching methods and design”. Overall, this study provides a more comprehensive understanding of (de)motivating teaching styles in China. Educational implications are discussed.

\"From selecting a teacher in the early stages, to supporting a child through his or her choice to dance professionally, [this book] leads parents of prospective dancers through a full range of considerations, encouraging careful thinking and informed decision-making when embarking on dance training\"-- Provided by publisher.

Purpose of the ResearchWith online education taking centerstage in recent times, the primary objective of this study is to find out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching effectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools.Principle ResultsThe dynamics of education have changed overnight. The findings of the study indicate that pedagogy, teaching style and teaching effectiveness significantly affect student perception towards online classes by first time online teachers.Major ConclusionsThe role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an effective online classroom.

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

Background In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan. Methods The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis. Results Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes . Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course , while male teachers tended to allow more autonomy by allowing students to set their learning agenda . Conclusions This study showed that the medical teachers preferred delegator teacher style that promotes students’ collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.

This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017–2018. The study found that academics’ research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by discovery and collaboration were more likely to report working with their doctoral students, whereas those whose research agendas focused more on convergence were less likely to do so. The more legislative the academics’ teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students.

Background: Several studies have examined the effects of teaching style on 100 m sprint performance. However, motor skills are rarely incorporated into these studies, and their levels are not systematically classified. Purpose: This study aimed to determine (1) the difference between self-check teaching style and practice-based teaching style, (2) the performance difference between individuals with high and low motor skills, and (3) the interaction between teaching style and motor skill level in influencing 100-m sprint result. A factorial experimental design was used to analyze these relationships. To achieve the goals, participants fell into the teaching style group (divided into self-check and practice-based) and motor skills groups (categorized into high and low). Materials and Methods: The study employed a 2x2 factorial experimental design involving 40 second-grade students aged 15 to 16 from Senior High School 2 Tondano, Indonesia. Over six weeks, participants engaged in three weekly sessions focusing on 100-meter sprint training. Performance was assessed using the Barrow Motor Ability test and a stopwatch to measure sprint results. Statistical analysis, including two-way ANOVA with a significance threshold of 0.05, was conducted via SPSS 25. Results: The results suggest that (1) there was no significant difference in the effect between the self-check and practice-based teaching styles, as the results of running 100 meters were F count = 2.163, Sig. 0.150 (p >0.05) at the significance level a 0.05. However, (2) a significant difference was found between high and low motor ability (F count = 34.148. Sig. 0.000 at the significance level a 0.05). Similarly, (3) an interaction between teaching style and motor skills level was also found in running 100 meters (F count = 4.627, Sig. 0.038 at the significance level a 0.05. Conclusions: While teaching style alone did not significantly affect sprint outcomes, motor skill level served as a determinant of performance. Additionally, teaching style interacted significantly with motor skill level. These findings indicate the importance of adjusting teaching strategies to students' motor abilities for optimal sprint performance.

This study aimed to determine whether a relationship exists between middle school teachers' emotional intelligence levels, teaching styles, and self-efficacy. A correlational research model was used in the research. The participants of the study consisted of 321 teachers working in middle schools. Data were collected using a personal information form, a teaching style scale, a teacher self-efficacy scale, and the Rotterdam Emotional Intelligence Scale. SPSS software was used for data analysis. As a result of the research, it was determined that teachers had high levels of teaching style, self-efficacy, and emotional intelligence. A positive and moderate correlation was found between teachers' teaching styles and self-efficacy levels, teaching styles and emotional intelligence levels, and emotional intelligence levels and self-efficacy. The study also revealed that the teaching style and self-efficacy variables predicted 31% of the emotional intelligence level. Given these findings, educational practitioners and policymakers should incorporate emotional intelligence and self-efficacy enhancement into teacher professional development strategies to refine teaching styles and elevate educational quality. This study aimed to determine whether a relationship exists between middle school teachers' emotional intelligence levels, teaching styles, and self-efficacy. A correlational research model was used in the research. The participants of the study consisted of 321 teachers working in middle schools. Data were collected using a personal information form, a teaching style scale, a teacher self-efficacy scale, and the Rotterdam Emotional Intelligence Scale. SPSS software was used for data analysis. As a result of the research, it was determined that teachers had high levels of teaching style, self-efficacy, and emotional intelligence. A positive and moderate correlation was found between teachers' teaching styles and self-efficacy levels, teaching styles and emotional intelligence levels, and emotional intelligence levels and self-efficacy. The study also revealed that the teaching style and self-efficacy variables predicted 31% of the emotional intelligence level. Given these findings, educational practitioners and policymakers should incorporate emotional intelligence and self-efficacy enhancement into teacher professional development strategies to refine teaching styles and elevate educational quality.

Due to conceptualizations of autonomy as detachment and independence, research on the parenting-autonomy relationship in adolescence has yielded inconsistent results. In the present study, self-determination is proposed as an alternative way of tapping into the construct of autonomy. An integrated model of the relationships between perceived parenting and teaching styles, self-determination in 3 life-domains (school, social competence, and job-seeking behaviors), and specific adolescent outcomes, was investigated and confirmed. In 2 samples of mid-adolescents (N = 328 and N = 285), autonomy-supportive parenting was significantly related to self-determination in all life-domains. Autonomy-supportive teaching added significantly to the prediction of self-determination in the domains of school and job-seeking behaviors. Self-determination, in turn, was positively and specifically associated with measures of adjustment in the specific life-domains under investigation. Finally, in both studies, indications were found that self-determination acts as an intervening variable in the relation between the perceived interpersonal environment and adolescent adjustment.