Teachers’ Misbehaviour Towards Pupils and Students
Vol.18,No.1(2013)
Studia paedagogica
Abstract
Keywords:
teacher misbehaviour; didactogeny; legal behavior; instructional communication; pupils; learning results
This study summarises current knowledge on a phenomenon which has long been known to the public yet which has only been scientifi cally researched for the last 30 years. Teachers’ misbehaviour is understood as a type of behaviour which does not transgress law yet interferes with teaching. As such it impedes the relationship between teachers and pupils and leads to a deterioration in pupils’ learning. The study emphasises two branches of research that were developed concurrently: didactogeny in former socialist states and teacher misbehaviour in Western Europe, the USA and Japan. The study puts forward four psychological theories which aim to explain the rationale behind inappropriate teacher behaviour: causal attribution theory, self-effi cacy theory, the theory of interactive behaviour, and the theory of power. The study also discusses the possible ways of
diagnosing misbehaviour behaviour by teachers and summarises the results of 16 descriptive-analytical
studies.
teacher misbehaviour; didactogeny; legal behavior; instructional communication; pupils; learning results
References
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BANFIELD, S. R., RICHMOND, V. P., & MCCROSKEY, J. C. (2006). The effects of teacher misbehaviors on teacher credibility and affect for the teacher. Communication Education, 55(1), 63–72. DOI: <a href="http://dx.doi.org/10.1080/03634520500343400">10.1080/03634520500343400</a>
BARRETT, D. E., CASEY, E., & VISSER, R. D., et al. (2012). How do teachers make judgements about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890–898.
CLAUS, C. J., BOOT–BUTTERFIELD, M., & CHORY, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161–183. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.647922">10.1080/03634523.2011.647922</a>
CLINCIU, A. I. (2010). Comparison concerning the stress caused summative assessment. In Proceedings of the 4 th international conference “Education contemporary world issues” (s. 23–33). Pitesti: University of Pitesti.
CUKIER, J. (2005). Didactogenia. 6. Congreso virtual de psiquiatría. Interpsiquis. Dostupné z: http://www.psiquiatria.com/bibliopsiquis/bitstream/10401/3295/1/interpsiquis_2005_19936.pdf
DENSON, A. (2001). Student perceptions of teacher violation of expected verbal and nonverbal immediate behavior (Diplomová práce). Morgantown: West Virginia University.
FORDHAM, H. M. (2005). An examination of standard violations from 2002 to 2004 of the Georgia code of ethics (Disertační práce). Athens: University of Georgia.
FOUCAULT, M. (2000). Dohlížet a trestat. Praha: Dauphin.
FRENCH, J. R., & RAVEN, B. (1968). The bases of social power. In D. Cartwrigt, & A. Zander (Eds.), Group dynamic: research and theory (s. 259–270). New York: Harper and Row. FRENCH, J. R., & RAVEN, B. (1959). The bases for social power. In D. Cartwrigt (Ed.), Studies in Social Power (s. 150–167). Ann Arbor: University of Michigan Press.
GOODBOY, A. K. (2011). The development and validation of the instructional dissent scale. Communication Education, 60(4), 422–440. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.569894">10.1080/03634523.2011.569894</a>
GOODBOY, A. K., & BOLKAN, S. (2009). College teacher misbehaviors: Direct and in-direct effects on student communication behavior and traditional learning outcomes. Western Journal of Communication, 73(2), 204–219. DOI: <a href="http://dx.doi.org/10.1080/10570310902856089">10.1080/10570310902856089</a>
GOODBOY, A. K., BOLKAN, S., & MYERS, S. A., et al. (2011). Student use relational and influence messages in response to perceived instructor power use in American and Chinese college classroom. Communication Education, 60(2), 191–209. DOI: <a href="">10.1080/03634523.2010.502970</a>
GOODBOY, A. K., MYERS, S. A., & BOLKAN, S. (2010). Student motives for communicating with instructors as a function of perceived instructor misbehavior. Communication Research Reports, 27(1), 11–19. DOI: <a href="http://dx.doi.org/10.1080/08824090903526604">10.1080/08824090903526604</a>
GORHAM, J., & CHRISTOPHEL, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40(3), 239–252. DOI: <a href="http://dx.doi.org/10.1080/01463379209369839">10.1080/01463379209369839</a>
HARTL, P., & HARTLOVÁ, H. (2000). Psychologický slovník. Praha: Portál. KEARNEY, P., PLAX, T. G., & HAYS, E. R., et al. (1991). What students don’t like about what teachers say and do. Communication Quarterly, 39(4), 309–324.
KELSEY, D. M., KEARNEY, P., & PLAX, T. G. (2004). College students’ attributions of teacher misbehaviors. Communication Education, 53(1), 40–55. DOI: <a href="http://dx.doi.org/10.1080/0363452032000135760">10.1080/0363452032000135760</a>
KOHOUTEK, R. (n.d.). Didaktogenie. In Slovník cizích slov. Dostupné z: http://slovnik-cizich-slov.abz.cz/web.php/slovo/didaktogenie
LEARY, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press.
LEWIS, R., & RILEY, P. (2009). Teacher misbehaviour. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (s. 417–431). New York: Springer.
MAŇÁK, J. (2006). Hrozí nebezpečí pedagogické ergogenie? In E. Řehulka (Ed.), Škola a zdraví 21 (s. 1–5). Brno: Paido.
MARESH, M. M. (2009). Exploring hurtful communication from college teachers to students: A mixed methods study (Disertační práce). Lincoln: University of Nebraska.
MAREŠ, J., & GAVORA, P. (1999). Anglicko-český pedagogický slovník. Praha: Portál.
McCROSKEY, J. C., & RICHMOND, V. P. (1983). Power in the classroom I – Teacher and student perceptions. Communication Education, 34(2), 175–184. DOI: <a href="http://dx.doi.org/10.1080/03634528309378527">10.1080/03634528309378527</a>
McCROSKEY, J. C., RICHMOND, V. P., PLAX, T. G., KEARNEY, P. (1985). Power in the classroom V. Behavior alteration techniques, communication training and learning. Communication Education, 34(3), 214–226. DOI: <a href="http://dx.doi.org/10.1080/03634528509378609">10.1080/03634528509378609</a>
MURRAY, F. B. (2007). Disposition: A superfl uous construct in teacher education. Journal of teacher education, 58(5), 381–387. DOI: <a href="http://dx.doi.org/10.1177/0022487107307950">10.1177/0022487107307950</a>
POENARU, R., & SAVA, F. (1998). Didactogenia în şcoală. Aspecte deontologice, psihologice şi pedagogice. Bucureşti: Editura Danubius.
PRŮCHA, J., WALTEROVÁ, E., & MAREŠ, J. (2009). Pedagogický slovník. Praha: Portál.
RILEY, P., LEWIS, R., & BREW, C. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education, 26(4), 957–964.
SAVA, F. A. (2002). Causes and effects of teacher conflictinducing attitudes toward pupils: A path analysis model. Teaching and Teacher Education, 18(8), 1007–1021.
SEMLAK, J. L., & PEARSON, J. C. (2008). Through the years: An examination of instructional age and misbehavior on perceived teacher credibility. Communication Research Reports, 25(1), 76–85. DOI: <a href="http://dx.doi.org/10.1080/08824090701831867">10.1080/08824090701831867</a>
SIDELINGER, R. J., BOLEK, D. M., & FRISBY, B. N. (2011). When instructors misbehave: An examination of student-to-student connectedness as a mediator in the college classroom. Communication Education, 60(3), 340–361. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.554991">10.1080/03634523.2011.554991</a>
ŠEĎOVÁ, K. (2011). Mocenské konstelace ve výukové komunikaci. Studia paedagogica, 16(1), 90–118.
ŠEĎOVÁ, K., ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
THWEATT, K. S., & McCROSKEY, J. C. (1996). Teacher nonimmediacy and misbehavior: unintentional negative communication. Communication Research Reports, 13(2), 198–204. DOI: <a href="http://dx.doi.org/10.1080/08824099609362087">10.1080/08824099609362087</a>
THWEATT, K. S., & McCROSKEY, J. C. (1998). The impact of teacher immediacy and misbehavior on teacher credibility. Communication Education, 47(4), 348–358. DOI: <a href="http://dx.doi.org/10.1080/03634529809379141">10.1080/03634529809379141</a>
TOALE, M. C. (2001). Teacher clarity and teacher misbehaviors: relationships with students’ affective learning and teacher credibility (Disertační práce). Morgantown: West Virginia University.
TOALE, M. C., THWEATT, K. S., & MCCROSKEY, J. C. (2001). Factor analysis of 114 teacher misbehavior items. Paper presented at Annual Meting of the National Communication Association. Atlanta.
WEINER, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1–14. DOI: <a href="http://dx.doi.org/10.1023/A:1009017532121">10.1023/A:1009017532121</a>
WUBBELS, T., CRÉTON, H. A., & HOOYMAYERS, H. P. (1985). Discipline problems of beginning teachers, interactional behaviour mapped out. Paper presented at the AERA Annual meeting, Chicago.
WUBBELS, T., & LEVY, J. (Eds.). (1993). Do you know what you look like? Interpersonal relationships in education. London: Falmer Press.
WUBBELS, T., LEVY, J., & BREKELMANS, M. (1997). Paying attention to relationships. Educational Leadership, 54(7), 82–86.
ZHANG, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation on China, Germany, Japan, and the United States. Communication Education, 56(2), 209–227. DOI: <a href="http://dx.doi.org/10.1080/03634520601110104">10.1080/03634520601110104</a>
ZHANG, Q., ZHANG, J., & CASTELLUCCIO, A. A. (2011). A cross–cultural investigation of student resistance in college classroom: The effects of teacher misbehaviors and credibility. Communication Quarterly, 59(4), 450–464. DOI: <a href="http://dx.doi.org/10.1080/01463373.2011.597287">10.1080/01463373.2011.597287</a>
BANFIELD, S. R., RICHMOND, V. P., & MCCROSKEY, J. C. (2006). The effects of teacher misbehaviors on teacher credibility and affect for the teacher. Communication Education, 55(1), 63–72. DOI: <a href="http://dx.doi.org/10.1080/03634520500343400">10.1080/03634520500343400</a>
BARRETT, D. E., CASEY, E., & VISSER, R. D., et al. (2012). How do teachers make judgements about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890–898.
CLAUS, C. J., BOOT–BUTTERFIELD, M., & CHORY, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161–183. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.647922">10.1080/03634523.2011.647922</a>
CLINCIU, A. I. (2010). Comparison concerning the stress caused summative assessment. In Proceedings of the 4 th international conference “Education contemporary world issues” (s. 23–33). Pitesti: University of Pitesti.
CUKIER, J. (2005). Didactogenia. 6. Congreso virtual de psiquiatría. Interpsiquis. Dostupné z: http://www.psiquiatria.com/bibliopsiquis/bitstream/10401/3295/1/interpsiquis_2005_19936.pdf
DENSON, A. (2001). Student perceptions of teacher violation of expected verbal and nonverbal immediate behavior (Diplomová práce). Morgantown: West Virginia University.
FORDHAM, H. M. (2005). An examination of standard violations from 2002 to 2004 of the Georgia code of ethics (Disertační práce). Athens: University of Georgia.
FOUCAULT, M. (2000). Dohlížet a trestat. Praha: Dauphin.
FRENCH, J. R., & RAVEN, B. (1968). The bases of social power. In D. Cartwrigt, & A. Zander (Eds.), Group dynamic: research and theory (s. 259–270). New York: Harper and Row. FRENCH, J. R., & RAVEN, B. (1959). The bases for social power. In D. Cartwrigt (Ed.), Studies in Social Power (s. 150–167). Ann Arbor: University of Michigan Press.
GOODBOY, A. K. (2011). The development and validation of the instructional dissent scale. Communication Education, 60(4), 422–440. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.569894">10.1080/03634523.2011.569894</a>
GOODBOY, A. K., & BOLKAN, S. (2009). College teacher misbehaviors: Direct and in-direct effects on student communication behavior and traditional learning outcomes. Western Journal of Communication, 73(2), 204–219. DOI: <a href="http://dx.doi.org/10.1080/10570310902856089">10.1080/10570310902856089</a>
GOODBOY, A. K., BOLKAN, S., & MYERS, S. A., et al. (2011). Student use relational and influence messages in response to perceived instructor power use in American and Chinese college classroom. Communication Education, 60(2), 191–209. DOI: <a href="">10.1080/03634523.2010.502970</a>
GOODBOY, A. K., MYERS, S. A., & BOLKAN, S. (2010). Student motives for communicating with instructors as a function of perceived instructor misbehavior. Communication Research Reports, 27(1), 11–19. DOI: <a href="http://dx.doi.org/10.1080/08824090903526604">10.1080/08824090903526604</a>
GORHAM, J., & CHRISTOPHEL, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40(3), 239–252. DOI: <a href="http://dx.doi.org/10.1080/01463379209369839">10.1080/01463379209369839</a>
HARTL, P., & HARTLOVÁ, H. (2000). Psychologický slovník. Praha: Portál. KEARNEY, P., PLAX, T. G., & HAYS, E. R., et al. (1991). What students don’t like about what teachers say and do. Communication Quarterly, 39(4), 309–324.
KELSEY, D. M., KEARNEY, P., & PLAX, T. G. (2004). College students’ attributions of teacher misbehaviors. Communication Education, 53(1), 40–55. DOI: <a href="http://dx.doi.org/10.1080/0363452032000135760">10.1080/0363452032000135760</a>
KOHOUTEK, R. (n.d.). Didaktogenie. In Slovník cizích slov. Dostupné z: http://slovnik-cizich-slov.abz.cz/web.php/slovo/didaktogenie
LEARY, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press.
LEWIS, R., & RILEY, P. (2009). Teacher misbehaviour. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (s. 417–431). New York: Springer.
MAŇÁK, J. (2006). Hrozí nebezpečí pedagogické ergogenie? In E. Řehulka (Ed.), Škola a zdraví 21 (s. 1–5). Brno: Paido.
MARESH, M. M. (2009). Exploring hurtful communication from college teachers to students: A mixed methods study (Disertační práce). Lincoln: University of Nebraska.
MAREŠ, J., & GAVORA, P. (1999). Anglicko-český pedagogický slovník. Praha: Portál.
McCROSKEY, J. C., & RICHMOND, V. P. (1983). Power in the classroom I – Teacher and student perceptions. Communication Education, 34(2), 175–184. DOI: <a href="http://dx.doi.org/10.1080/03634528309378527">10.1080/03634528309378527</a>
McCROSKEY, J. C., RICHMOND, V. P., PLAX, T. G., KEARNEY, P. (1985). Power in the classroom V. Behavior alteration techniques, communication training and learning. Communication Education, 34(3), 214–226. DOI: <a href="http://dx.doi.org/10.1080/03634528509378609">10.1080/03634528509378609</a>
MURRAY, F. B. (2007). Disposition: A superfl uous construct in teacher education. Journal of teacher education, 58(5), 381–387. DOI: <a href="http://dx.doi.org/10.1177/0022487107307950">10.1177/0022487107307950</a>
POENARU, R., & SAVA, F. (1998). Didactogenia în şcoală. Aspecte deontologice, psihologice şi pedagogice. Bucureşti: Editura Danubius.
PRŮCHA, J., WALTEROVÁ, E., & MAREŠ, J. (2009). Pedagogický slovník. Praha: Portál.
RILEY, P., LEWIS, R., & BREW, C. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education, 26(4), 957–964.
SAVA, F. A. (2002). Causes and effects of teacher conflictinducing attitudes toward pupils: A path analysis model. Teaching and Teacher Education, 18(8), 1007–1021.
SEMLAK, J. L., & PEARSON, J. C. (2008). Through the years: An examination of instructional age and misbehavior on perceived teacher credibility. Communication Research Reports, 25(1), 76–85. DOI: <a href="http://dx.doi.org/10.1080/08824090701831867">10.1080/08824090701831867</a>
SIDELINGER, R. J., BOLEK, D. M., & FRISBY, B. N. (2011). When instructors misbehave: An examination of student-to-student connectedness as a mediator in the college classroom. Communication Education, 60(3), 340–361. DOI: <a href="http://dx.doi.org/10.1080/03634523.2011.554991">10.1080/03634523.2011.554991</a>
ŠEĎOVÁ, K. (2011). Mocenské konstelace ve výukové komunikaci. Studia paedagogica, 16(1), 90–118.
ŠEĎOVÁ, K., ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
THWEATT, K. S., & McCROSKEY, J. C. (1996). Teacher nonimmediacy and misbehavior: unintentional negative communication. Communication Research Reports, 13(2), 198–204. DOI: <a href="http://dx.doi.org/10.1080/08824099609362087">10.1080/08824099609362087</a>
THWEATT, K. S., & McCROSKEY, J. C. (1998). The impact of teacher immediacy and misbehavior on teacher credibility. Communication Education, 47(4), 348–358. DOI: <a href="http://dx.doi.org/10.1080/03634529809379141">10.1080/03634529809379141</a>
TOALE, M. C. (2001). Teacher clarity and teacher misbehaviors: relationships with students’ affective learning and teacher credibility (Disertační práce). Morgantown: West Virginia University.
TOALE, M. C., THWEATT, K. S., & MCCROSKEY, J. C. (2001). Factor analysis of 114 teacher misbehavior items. Paper presented at Annual Meting of the National Communication Association. Atlanta.
WEINER, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1–14. DOI: <a href="http://dx.doi.org/10.1023/A:1009017532121">10.1023/A:1009017532121</a>
WUBBELS, T., CRÉTON, H. A., & HOOYMAYERS, H. P. (1985). Discipline problems of beginning teachers, interactional behaviour mapped out. Paper presented at the AERA Annual meeting, Chicago.
WUBBELS, T., & LEVY, J. (Eds.). (1993). Do you know what you look like? Interpersonal relationships in education. London: Falmer Press.
WUBBELS, T., LEVY, J., & BREKELMANS, M. (1997). Paying attention to relationships. Educational Leadership, 54(7), 82–86.
ZHANG, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation on China, Germany, Japan, and the United States. Communication Education, 56(2), 209–227. DOI: <a href="http://dx.doi.org/10.1080/03634520601110104">10.1080/03634520601110104</a>
ZHANG, Q., ZHANG, J., & CASTELLUCCIO, A. A. (2011). A cross–cultural investigation of student resistance in college classroom: The effects of teacher misbehaviors and credibility. Communication Quarterly, 59(4), 450–464. DOI: <a href="http://dx.doi.org/10.1080/01463373.2011.597287">10.1080/01463373.2011.597287</a>
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