Survey School Ks3 In South America About Management Behaviour

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Survey school ks3 in South America about management behaviour


This study looked at three potential relationships: 1) student motivation and perceived instructor management behaviors, 2) student motivation and perceived instructor conflict management style, and 3) perceived instructor conflict management style and perceived instructor management behaviors. With regard to the first relationship, non-confrontation and control were negatively related to perceived instructor behavior while solution-orientation was positively related to perceived instructor behavior. For the second relationship, both non-confrontation and control were negatively related to student motivation while solution-orientation was positively related to student motivation. With the third relationship, perceived instructor behavior was positively related to student motivation. Instructor gender was found to have no influence on perceived instructor conflict management style. To truly understand the nature of the aforementioned relationships, further research is needed into the potential moderating influences and interaction effects between the independent variables.

Table of contents


Chapter 1: Introduction4

Chapter 2: Literature Review6

Educational Investigation and Academic Reflection10

Perceived Instructor Behaviour13

Perceived conflict management styles14

Student Motivation in secondary school ks3 South America16

Purposes and Objectives17

Hypothesis and Research Questions17

Participants and Instruments19

Data Analysis20


Chapter 4: Results23



Chapter 5: Conclusion32


Appendix A37

Appendix B39

Appendix C48

Appendix D49

Chapter 1: Introduction

Educators are always looking for ways to increase student motivation, and both instructor management behaviors and instructor conflict management styles could have an impact on student motivation in secondary school ks3 South America. Researchers who focus on the educational sphere are interested in what students learn, how students learn, and what motivates students (Gorham, 1988; Keller, 1983; Plax, Kearney, McCroskey, & Richmond, 1986; Richmond, Gorham, & McCroskey, 1987; Rodriguez, Plax, & Kearney, 1996). Communication research investigating student motivation within post-secondary educational settings has been extensive, and the college classroom is a natural setting for studying how students develop enlightened self-interest and become self-actuated learners (Frymier, Shulman, & Houser, 1996). The fostering of student motivation is important in higher education because the impetus for learning shifts to the students. There is a need to investigate the role of instructor in developing environments where “students feel intrinsically motivated to learn” (Frymier, et al., pg. 181). Two instructor behavior that may impact this motivational setting are instructor behavior and instructor conflict management style. The link between instructor behavior and student motivation is well established (Brophy, 1987; Keller, 1983; Wlodkowksi, 1978), but research into the relationship between instructor conflict management style and student motivation is lacking. In addition, there is a need to understanding the relationship, if any, between instructor conflict management style and instructor behavior.

In this study, I chose to build from the ideas of Wheeless and Reichel (1990) because their study addressed my interest in supervisor conflict management style and subordinate willingness work with and for supervisors (task attraction). I initially wanted to apply the study's principles within an educational setting as opposed to the business setting studied by Wheeless and Reichel. Upon correspondence with Dr. Wheeless (see Appendix A), I found that one of his key scales was a proprietary scale owned by a company no longer in ...
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