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Chapter II

THEORETICAL FRAMEWORK

The following are the extensive review of related literature, studies, and relevant theories

that discusses pertinent detailed information with regards to existing knowledge and findings on

the changes of classroom behavior among students based on their teacher’s teaching style.

According to Becker, Goetz, Morger, and Ranelucci (2014), Intraindividual, multilevel

regression analyses revealed that perceived teachers' emotions and instructional behavior

significantly predicted students' emotions. Results suggest that teachers' emotions are as

important for students' emotions as teachers' instructional behavior.

The present study explores teacher emotions, in particular how they are predicted by

students’ behavior and the interpersonal aspect of the teacher-student relationship. Students’

engagement also proved a significant predictor of teacher emotions. The results suggest that

interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class

(Hagenauer, Hascher, and Volet, 2015)

Based on the model of teacher emotions by Frenzel (2014), teachers rated their

experienced joy, anger and anxiety during classroom instruction. Students’ motivational

behavior, socio-emotional behavior, and relational behavior were assessed as the independent

variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression

analysis revealed that the interpersonal relationship formed between teachers and students was

the strongest predictor for teachers’ joy and anxiety, whereas lack of discipline in class best

predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor

of teacher emotions.
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Redding (2019), considerable research has examined the positive educational experiences

of students of color assigned to teachers of the same race or ethnicity. Underlying this research is

the belief that the cultural fit between students and teachers has the potential to improve a child’s

academic and nonacademic performance in school.

Moreover, Freeman et al (2014) stated that effective classroom management skills are

essential for teachers. Unfortunately, many teachers do not receive adequate classroom

management training prior to beginning their teaching careers and feel unprepared for the

demands of managing student behaviors in their classrooms. Many pre-service teachers may not

be prepared to effectively manage student behavior upon completion of a teacher preparation

program due to a lack of exposure to classroom management content.

We use rich longitudinally matched administrative data on students and teachers in North

Carolina to examine the patterns of differential effectiveness by teachers’ years of experience.

The paper contributes to the literature by focusing on middle school teachers and by extending

the analysis to student outcomes beyond test scores. Once we control statistically for the quality

of individual teachers using teacher fixed effects, we find large returns to experience for middle

school teachers in the form both of higher test scores and improvements in student behavior, with

the clearest behavioral effects emerging for reductions in student absenteeism, Ladd, H., and

Sorensen, L., 2017)

Keiler 2018, said that tudents and teachers in twenty-first century STEM classrooms face

significant challenges in preparing for post-secondary education, career, and citizenship.

Educators have advocated for student-centered instruction as a way to face these challenges, with

multiple programs emerging to shape and define such contexts. However, the ways to support

teachers as they transition into non-traditional teaching must be developed.

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Aldrup, K. et al. (2018) stated that Spilt, Koomen, and Thijs (2011) In their model of

teacher well-being, suggested the teacher-student relationship as a mediator. To test this

assumption, the present study used longitudinal data from teachers who rated student

misbehavior in their classroom, the teacher-student relationship, and their well-being in terms of

emotional exhaustion and work enthusiasm. In addition, the teachers' students were asked about

behavior problems in their class. The results revealed links between teacher-rated student

misbehavior, increased exhaustion, and decreased enthusiasm. Student-rated misbehavior was

correlated with teacher well-being to a lesser extent. Furthermore, the teacher-student

relationship was positively associated with teacher well-being and mediated the link between

teacher-perceived misbehavior and enthusiasm.

According to Korpershoek, H., et al. (2016), classroom management strategies and

programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes

in primary education.

On the other hand, Blazar, D. and Kraft, M., (2016) stated that upper-elementary teachers

have large effects on self-reported measures of students’ self-efficacy in math, and happiness and

behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most

proximal to these measures, including teachers’ emotional support and classroom organization.

However, teachers who are effective at improving test scores often are not equally effective at

improving students’ attitudes and behaviors.

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CONCEPTUAL FRAMEWORK

This chapter, major variables will be conceptualized and shown with approaches.

Conceptual framework is a system outline the anticipates the relationship between the factors. It

characterizes the pertinent targets for the explorative study in which is prepares and maps out on

how they come together to draw coherent conclusions.

Table 1. Dependent and Independent Variables.

Dependent Variables Independent Variable

Teacher’s Teaching Style Classroom Behavior Among Students

Table 1 shows that the dependent variable of the study is the teaching style of the teacher

since it is the reason for the independent variable to change, while the independent variable is the

behavior of students in the classroom due to its changes for the reason of the dependent variable.

Table 2. Input, Process, and Output

Input Process Output

 Demographic Profile  Questionnaires  Better Understanding

of Students towards student’s

 Teacher’s Age, behavior based on

Gender, Appearance, teacher’s teaching

and Years of Service style

 Teacher’s Character

Table 2 illustrates that the conceptual framework of the study has inputs wherein it

includes the demographic profile of the respondents, teacher’s age, gender, appearance, and the

years of service as an educator, and the teacher’s character. In order to achieve the output of
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better understanding of the student’s behavior towards the teacher’s teaching style, the process

that the researcher will use is through questionnaires.

Definition of Terms

Dependent variable. The effect in a causal research study.

Independent variable. The cause in a casual research study.

Input. Can include data, information, or resources that enter the system.

Process. Can include activities, transformations, or operations performed on the inputs.

Output. Can include results, products, or outcomes produced by the processes

Data Gathering Process

This study was designed as an experimental research specifically survey approach, in

order to find out the changes of classroom behavior among students based on their teacher’s

teaching style. The study will be conducted at Holy Rosary Parochial Institute of Orani Inc. In

addition, the respondents that will be surveyed were all grade 9 and 10 students ranging from 14

to 16 years of age.

Table 1. Data gathering procedure

Schedule of Activities Number of days

Recognizing who will be the respondents 1

Preparation of survey questionnaires 1

Handing out the questionnaires 1

Reviewing the responses 1

Evaluating the results 1

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Sample Interview Questions  No

Name (optional): _______________

6. Does the teacher’s gender affects your

1. Age behavior in the classroom?

 14
 Yes
 15
 No
 16
7. Does the teacher’s appearance affects
2. Gender
your behavior in the classroom?
 Male

 Female  Yes

 No
3. Grade

8. Does the teacher’s years of teaching

 9
affects your behavior in the classroom?
 10

 Yes
4.Years enrolled in school
 No
 1-2
9. What kind of teacher do you prefer?
 3-4

 5 or more  Disciplinarian

 Lenient
5. Does the teacher’s age affects your

behavior in the classroom? 10. What kind of teacher do you prefer?

 Yes  Uncommunicative

 Approachable
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Notes in Chapter II

Becker, Eva., Goetz, Thomas., Morger, Vinzenz, Ranellucci, John. (2014). The importance of

teachers' emotions and instructional behavior for their students' emotions – An experience

sampling analysis. Teaching and Teacher Education Volume 43, October 2014, Pages

15-26

https://doi.org/10.1016/j.tate.2014.05.002

Haganauer, G., Hascher, T., Volet, S., (2015). Teacher emotions in the classroom: associations

with students’ engagement, classroom discipline and the interpersonal teacher-student

relationship. European Journal of Psychology of Education Volume 30, pages 385–403

https://doi.org/10.1007/s10212-015-0250-0

Frenzel, A. C., & Goetz, T. (2014). Teacher emotions during instruction. Den Hogrefe

Psyjournals 21(3/4), 283–295.

doi:10.1024/1010-0652.21.3.283.

Redding, C. (2019). A Teacher Like Me: A Review of the Effect of Student–Teacher

Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and

Behavioral Outcomes. Review of Educational Research Volume 89, Issue 4 Pages: 499 –

535 https://doi.org/10.3102/00346543198535

Freeman et al. (2014). Pre-Service Teacher Training in Classroom Management: A Review of

State Accreditation Policy and Teacher Preparation Programs. Sage Journal Volume 37,

Issue 2.

https://doi.org/10.1177/0888406413507002

Ladd, H., and Sorensen, L. (2017). Returns to Teacher Experience: Student Achievement and

Motivation in Middle School. Education Finance and Policy 12 (2): 241–279.

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https://doi.org/10.1162/EDFP_a_00194

Keiler, L. (2018). Teachers’ roles and identities in student-centered classrooms. International

Journal of STEM Education Volume 5, article number 34.

https://doi.org/10.1186/s40594-018-0131-6

Aldrup, K. et al. (2018). Student misbehavior and teacher well-being: Testing the mediating role

of the teacher-student relationship. Learning and Instruction Volume 58, December 2018,

Pages 126-136.

https://doi.org/10.1016/j.learninstruc.2018.05.006

Korpershoek, H., et al. (2016). A Meta-Analysis of the Effects of Classroom Management

Strategies and Classroom Management Programs on Students’ Academic, Behavioral,

Emotional, and Motivational Outcomes. Review of Educational Research Volume 86,

Issue 3 Pages: 643 – 680. https://doi.org/10.3102/0034654315626799

Blazar, D., anad Kraft, M., (2016). Teacher and Teaching Effects on Students’ Attitudes and

Behaviors. Educational Evaluation and Policy Analysis Volume 39, Issue 1 Pages: 146 –

170.

https://doi.org/10.3102/0162373716670260