The general question posed by this research was: How do factors directly controlled by teachers and the school influence the well being of students and support their development?
Teachers personal perceptions of their students and their perception of a supportive school-culture as a factor for student development influence a student's capacity for learning and academic achievement. The main aims of the research were to find patterns of teacher perceptions of students and school-culture and to find preventive solutions and intervention strategies at an individual, group and school level. As result a model of teacher attitudes to students and student support by teacher and school is described and developed (7 areas, 23 indicators).
The pattern of teacher’s views on students does not depend on teacher’s personality and professional history alone but from the school where the teacher works, age etc. Our study of teachers suggested that a broader approach – via differences in teachers’ mental models and school cultures might be useful in gaining an understanding of obstacles and possibilities for wider and better learning in school, so that school failure becomes not the rule but an exception. Some unexpected and worrying results are described.
|Keywords:||Teacher Mental Models, Teacher Image of Students and Causes of Students’ Stress, Teacher and School as Support System Student Development|
Lecturer, Institute of Educational Sciences, Tallinn University, Tallinn, Harjumaa, Estonia
Assistant Professor, Educational Sciences, Tallinn Univesity, Tallinn, Harjumaa, Estonia
Senior Researcher, Dpt of Educational Studies, Tallinn University, Tallinn, Harjumaa, Estonia
Educational Sciences, Tallinn University, Tallinn, Harjumaa, Estonia
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