ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Azizi Nejad   B. (* )
Ghaffar Shoja   N. (1 )
Heydari Bisafar   H. (2 )
Jenaabadi   H. (3 )






(* ) Educational Sciences Department, Human Sciences Faculty, Tehran Branch, Payame Noor University, Tehran, Iran
(1 ) Educational Sciences Department, Human Sciences Faculty, Saveh Branch, Islamic Azad University, Saveh, Iran
(2 ) Management Department, Human Sciences Faculty, Urmia Branch, Islamic Azad University, Urmia, Iran
(3 ) Educational Sciences Department, Education and Psychology Faculty, Sistan and Balochestan University, Zahedan, Iran

Correspondence

Article History

Received:  October  18, 2014
Accepted:  November 12, 2014
ePublished:  March 15, 2015

BRIEF TEXT


… [1-11] Teaching is a bidirectional interaction or relationship between the learner and teacher, based on a systematic and purposeful design to create changes in the learner’s behavior [12, 13]. Different styles of teaching include specialty-oriented, authoritarian, model-oriented, facilitative teaching and selective teaching [14].

The student-centered method leads to more adaption compared to the teaching-centered method [15]. Social skill training (intervention) increases personal and social adjustment in adolescents [16]. Teaching social problem solving can improve social adjustment and academic performance of shy students [3]. There is no significant relationship between group and individual learning styles and preferred teaching methods for students [17]. The characteristics of teachers are significantly effective on their teaching method [18]. Attending psychological and educational counseling has increased social adjustment of the students [19]. … [20, 21]

The aim of this study was to investigate the correlation between teaching styles of faculty members and students' social adjustment.

This is a descriptive-correlational study.

First-year students and faculty members of Urmia University of Medical Sciences were studied in 2014.

220 faculty members and 350 students were selected using Cochran formula and random sampling. All faculty members and first-year students were studied.

Data was collected using Grasha Teaching Styles Standard Questionnaire and California Personality Inventory. The teaching style questionnaire has 40 closed and 2 open items scored by 5-Likert scale from one (disagree) to five (agree). California Personality Inventory has 90 questions with yes/no options. Its validity was confirmed by experts. The reliability of the research components was investigated through the distribution of 30 questionnaires among the statistical sample using Cronbach's Alpha Coefficient. After entering data into software SPSS 18, normality distribution of data was confirmed by Kolmogorov-Smirnov test. Pearson Correlation Coefficient (to investigate the correlation between teaching styles and social adjustment) and Analysis of Variance(to investigating the correlation between working experience and education level with the teaching methods) were used.

45 faculty members had the working experience of 1to 10 years, 80 of them had the working experience of 11-20 year, and 96 faculty members had the experience of 21-30 years. In addition, 45 faculty members had master's degree, 80 had doctoral degree and 95 had PhD. No significant correlation was observed between the education level and working experience of the faculty members and their teaching style. 33 faculty members (18.33%) had specialty-oriented style, 37 faculty members (20.55%) had facilitative teaching method, 48 faculty members (26.66%) had model-oriented model, 42 faculty members (23.33%) had authoritarian style and 20 faculty members (11.12%) had selective teaching style. 287 students (82.35 %) had strong social adjustment and 63 (17.65%) had poor social adjustment. There was a significant correlation between specialty-oriented, authoritarian, model-oriented and facilitative teaching methods and social adjustment of the students. In other words, higher scores on teaching styles were associated with students' social adjustment, but the selective teaching style was not correlated significantly with the social adjustment.

Specialty-oriented style and social adjustment of students were correlated with each other. This finding agrees with the results of other studies [15, 16] as well. There was, also, a correlation between authoritarian method and students` social adjustments. This is in line with other studies [15, 22]. The higher the score of the model-oriented style, the higher the score of the students' social adjustment was. This is in line with other studies [15]. The higher the score of facilitative teaching style, the higher the score of social adjustment was, which is in line with the results of other studies [23]. Selective teaching style was not effective on students' social adjustment change. This is in contrast to other results [3, 15, 19], and contrarily, no significant correlation was observed between student-centered teaching methods and social adjustment. No significant correlation was observed between level of education and experience and teaching style. The result of this study contradicts the results of other studies [18, 24]. … [25]

Faculty members should be more updated to increase their knowledge and awareness of the specialized courses.

Lack of resources and articles on the subject were the limitations of this study.

Specialty-oriented, authoritarian, model-oriented, and facilitative teaching styles are correlated with the students’ social adjustment. However, there is no correlation between the selective teaching style and students’ social adjustment.

All participating students are appreciated.

Non-declared

Non-declared

Non-declared


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