The effects of concerns and leadership styles on the teaching decisions of teacher education students



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Shavelson hypothesized that any teaching act is the result of a decision and decision making is the basic teaching skill. Research on basic teaching skills has primarily focused on teaching performance while excluding cognitive components of behavior. The importance of psychological concepts was discerned by Fuller who suggested that concerns, which are the first step in decision making, can affect teaching style in specific situations and teaching decisions. As an individual progresses through Fuller's stages of teacher concerns for self, task, and impact, leadership style difference should be evidenced with a resultant change to more acceptable decision making and increased student achievement. Since little is known about the effects of concerns about teaching and leadership style on teaching decisions, this study was designed to examine this issue. Few would question the importance of making sound decisions in the management of the classroom. With the interractions occurring at a fast pace, it is important to discern the relationship between the factors in decision making. Research has focused on these factors individually, but research on their interaction and relationship has been ambiguous, to nonexistent. Teacher style and decisions both influence student achievement by affecting the motivation and behavior of students, thus, the relationship between style and teaching decisions is important. [...]



Teachers--Training of, Teaching