Accounting students’ perception towards efficient teaching behavior and effective classroom management
Journal of Educational Research and Technology Management
PDF

Keywords

Classroom management
Communication and interaction
Field content knowledge
Teaching behavior
Teacher leadership

How to Cite

Salceda, J. (2020). Accounting students’ perception towards efficient teaching behavior and effective classroom management. TARAN-AWAN Journal of Educational Research and Technology Management, 1(1), 39-48. Retrieved from https://journal.evsu.edu.ph/index.php/tjertm/article/view/214

Abstract

The purpose of this study is to describe the perception of accountancy students towards their instructor’s efficient teaching behavior and effective classroom management in terms of communication and interaction, teacher leadership, and subject content knowledge. A descriptive quantitative research design was employed in the study, where an adopted survey instrument was carried out among the seventy (70) accountancy students of Eastern Visayas State University – Tanauan Campus using total enumeration. The survey tool was uploaded into a Google Form and was disseminated to the respondent’s Facebook group chats. The data gathered was analyzed using various descriptive statistics such as frequency and percentage score. Results revealed that students want their accounting professors to be empathetic and caring, to appreciate and care for their students. Most students, on the other hand, anticipate their professors to be the least unselfish. According to the respondents, accounting professors should be upbeat and teach others how to be enthusiasts, as well as educated in the field of accounting and open to new ideas and advancement. Accounting professors should be specialists in their subjects and should be able to convey topics clearly and simply. Accounting students expect their professors to properly manage the class by regularly monitoring student conduct, announcing class schedules, organizing class flow, and displaying classroom rules and procedures. This study may help teachers in the accounting program improve their teaching behavior and their classroom management.

PDF

References

Adriana Burlea Schiopoiu, M. M. (2016). The leadership behaviour of the accounting students: A dilemma for higher education. International Journal of Organizational Leadership , 299-306.

AL, D., & DS, Y. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4):237–251.

Basar, H. (2011). Classroom Management. Ankara: Ani Publishing.

Eupena, R. G. (2012). Teacher Communication Behavior: It’s Impact to the Students’ Attitude in Learning Science. IAMURE International Journal of Social Sciences.

Farrington CA, R. M. (2012). Teaching adolescents to become learners: The role of non-cognitive factors in shaping school performance, a critical literature review. . Chicago: University of Chicago Consortium on Chicago School Reform.

Kasapoglu, H. (2015). Efficient Teacher Behavior in Classroom Management According to the Views of Primary School Students. The Anthropologists, 22:2, 424-434.

Kraft, D. B. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educ Eval Policy Anal, 146-170.

LA, S., R, G., & M, P. (2014). Making preservice teachers better: Examining the impact of a. Educational Research and Reviews, 294-301.

Loes, C. N., Saichaie, K., Padgett, R. D., & and Pascarella, E. T. (2012). The Effects of Teacher Behaviors on Students. International Journal for the Scholarship of Teaching and Learning, Vol. 6: No. 2, Article 7.

Mundschenk, N. A. (2011). Effective Classroom Management: An Air Traffic Control Analogy. Intervention in School and Clinic, 47(2), 98–103.

Patrick Oyaimare Uddin, R. U. (2019). Student's Perception of Teachers' Knowledge, Attitude and Skills in the Teaching of Technical Drawing in Edo and Delta States, Nigeria. Path of Science, Vol. 5 No. 5.

Patrick Pössel, K. M. (2013). Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior . The International Journal of Emotional Education, 5-30.

Ponte, P. (2010). Action Research as a Tool for Teachers’ Professional Development. Ponte, P. (2010). Action Research as a Tool for Teachers’ Professional Development. International Encyclopedia of Education, 540–547. doi:10.1016/b978-0-08-044894-7.00658-8 , 540-547.

Rice, A. H., & Kitchel, T. (2016). Influence of Knowledge of Content and Students on. Journal of Agricultural Education, 86-100.

Scott, T. M. (2017). Teaching behavior: Managing classrooms through effective instruction. American Psychological Association.

Stronge, J. H., Grantand, L. W., & Xu, X. (2015). Teacher Behaviours and Student Outcomes. International Encyclopedia of the Social & Behavioral Sciences, 44-50.

Fulbrook, Paul (2021) Bandura’s Social Learning Theory in Education. Teacher of Sci.com. https://teacherofsci.com/social-learning-theory/

School of Education Online Programs, 2019, 11 18. Teacher Leadership Roles Inside and Outside of the Classroom.https://soeonline.american.edu/blog/teacher-leadership-roles

University of Northern Iowa(n.d.) Teacher's In-Depth Content Knowledge. https://intime.uni.edu/teachers-depth-content-knowledge

Sonia Guerriero(n.d.) Teachers’ Pedagogical Knowledge and the Teaching Profession.https://www.oecd.org/education/ceri/Background_document_to_Symposium_ITEL-FINAL.pdf

Williams, Chandra. 2019, 1 13. Establishing Classroom Expectations. Center for Student Achievement Solutions.https://www.csas.co/establishing-classroom-expectations/

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.