Teachers`perception/view of their students and students`support system in the school. ECER 2006, NW 1.

Ene-Silvia Sarv, 2006 1
TALLINN UNIVERSITY
ECER 2006
Teachers`perception/view of their
students and students`support system in
the school
Ene-Silvia Sarv
enesilvia.sarv@mail.ee

Subtheme of project “School as developmentalSubtheme of project “School as developmental
environment and students` coping” - project-environment and students` coping” - project-
leader M Veisson, researchers V-R Ruus, E-Sleader M Veisson, researchers V-R Ruus, E-S
Sarv, L Ots, K Lukk (2003-2007)Sarv, L Ots, K Lukk (2003-2007)
The general research question :
how and to what scope the factors which are
under the control of the school and teachers
influence the wellbeing of students in the
school and support their development.

The theoretical approach is based on
• previous results of research on teacher and school development in
the current situation of societal and curriculum-reforms (Fullan,
Haregreaves 1996, Krull 2002, Ruus 2002, Sarv 2002, 2005)
• the ecological view that person and environment (school culture)
are in dynamic interaction (Bronfenbrenner 1995, Lazarus,
Folkman 1984, Lazarus 1991, Ruus et al 2005)
• the model of school as learning, knowledge creative organisation
(Senge 1990, 2000, Nonaka&Takeuchi 1995, Sarv 2005).
Research methodology includes complex combination of qualitative
and quantitative (survey) methods, including multifactor and
cluster analysis.

For teacher research
we have assumption that
school culture undeniably depends on and
influences the way how teachers perceive and
understand students` and schoolteachers`
attitude towards support of ongoing development
and (academic) coping of students.
How do teachers and schools
differentiate from each other?

The empirical data
questionnaires for
• teachers (623),
• school-leaders (120),
• parents (1823) and
• students (3838)
from 67 compulsory and high schools (12% of
Estonian schools) in 2004.

Model of teacher perception:
seven aggregated categories and 23 indicators
1. view of student in school, perception of students as
humans (St on radardiagram)
2. students participation and significance at school (St
on diagram)
3. reasons of students` stress
4. teachers level of awareness of students` problems
5. teacher`s support for students` development
6. dimension of futures in teachers` work
7. self-confidence and cooperation of teachers`
collective/community and school

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
1,5
Students` pleasure at school
St fears of exams
St beliefs in assessment
St happiness, fortitude
St goodw ill
St-tch partnership in planning
St selfgovernment - role in school
Students` stress-factor - teacher
St stress-factor - grades, marks
St stress-factor - health, personal problems
St stress-factor - physical environment
Tch aw areness of economical problemsTeachers` aw areness of students` fears
Teacher as educator
Tch pedagogical conversations w ith
students
Tch - conditions for st development
Tch - direction of st development
Sch - support versus punishment
Sch - tch consideration of futures
Sch - use of information and rooms
School`s belief in high quality of teaching
School`s self-confidence
Joint problemsolving and positive message
for parents
1.Group 2. Group 3. Group 4. Group
The main diagram of teachers`clusters (Zscore)

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
St fears of exams
St goodw ill
Teacher as educator
Tch pedagogical conversations w ith students
Joint problemsolving and positive message for
parents
1 Group 4 Group 3 Group 2 Group
Stress-sensitive middle/mean – 297 teachers (48%) - norm(ative) group

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
St fears of exams
St goodw ill
Teacher as educator
parents
Stress-sensitive pessimistic group – 105 teachers (18%)

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
St fears of exams
St goodw ill
Teacher as educator
parents
Promising? risk-group - 27 teachers (4%)

Some control data.
In our school we are able to help even students with
great problems (%)
Teacher
Do not agree 7,4 More or less
agree
50,2
Rather do not
agree
27,3 Agree 15,2
School
leader
Do not agree 1,7 More or less
agree
61,9
Rather do not
agree
18,6 Agree 17,8

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
St fears of exams
St goodw ill
Teacher as educator
parents
Optimistic and active teacher with positive
child/student-view - 191 teachers (30%)

In the school we have teams to study students
learning and to find ways to improve it
teacher no 55,7 %
Yes 44,3 %

Teacher groups
Stress-sensitive middle/mean group – 297
teachers (48%) - The norm(ative) group
Stress-sensitive pessimistic group – 105
teachers (18%)
Promising? risk-group - 27 teachers (4%)
Optimistic and active group with positive
child/student-view - 191 teachers (30%)

-0,40
-0,30
-0,20
-0,10
0,00
0,10
0,20
0,30
0,40
St fears of exams
St goodwill
Tch awareness of economical problemsTeachers` awareness of students` fears
Teacher as educator
Tch pedagogical conversations with students
Joint problemsolving and positive message for parents
31-40 y. 41-50 y. 51-60 y. over 60 y. up to 30 years
Other groupings - age

-0,5
-0,4
-0,3
-0,2
-0,1
0,0
0,1
0,2
0,3
0,4
St fears of exams
St goodw ill
Teacher as educator
students
for parents
master on methods senior-teacher teacher first-year teacher
Other groupings – pedagogical rank (novice –
teacher - senior-teacher – master on methods)

-0,5
-0,4
-0,3
-0,2
-0,1
0,0
0,1
0,2
0,3
0,4
St fears of exams
St goodw ill
Teacher as educator
students
for parents
teacher senior-teacher first-year teacher master on methods
Other groupings – pedagogical rank (novice –
teacher - senior-teacher – master on methods)

-0,4
-0,3
-0,2
-0,1
0,0
0,1
0,2
0,3
St fears of exams
St goodw ill
Teacher as educator
students
for parents
Female Male
Other groupings - gender

-1,0
-0,8
-0,6
-0,4
-0,2
0,0
0,2
0,4
0,6
St fears of exams
St goodw ill
Teacher as educator
parents
Estonian and Russian Estonian Russian
Other groupings – language (Estonian, Russian)

-2,0
-1,5
-1,0
-0,5
0,0
0,5
1,0
1,5
St fears of exams
St goodw ill
St stress-factor - health, personal
problemsSt stress-factor - physical
environment
Tch aw areness of economical
problems
Teachers` aw areness of students`
fears
Teacher as educator
students
School`s belief in high quality of
teaching
Joint problemsolving and positive
message for parents
2. Group 3. Group 1.Group 4. Group
Schools – clusters by teachers perception of students and
students` support-system (1 cluster - 25 schools, 2 – 7, 3 – 16, 4 – 5)

Result :
Typology(s) of teachers
Typology(s) of schools
Preliminary tool(s) to describe school
Map of teachers` views (mental models) according to
age, qualification, working language, school
localisation etc
For politicians, ministry, schools, universities:
Suggestions about cahnge strategy, teacher pre-
service and in-service education (diferensiation,
individulisation)

There is no a teacher, a school – there are clearly
identfied groups of different knowledge and
attitudes.
Today`s technology allows to make so wide and
elaborated analyses, that strategies can be
worked out and adapted according to groups and
even individuals.
Changes can be and have to be developed out of
these realities and has to be adapted, introdused
according to concrete type of school, teacher.

Thank You!Thank You!

Teachers`perception/view of their students and students`support system in the school. ECER 2006, NW 1.

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