Korean Teachers’ Praising Typology

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  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 1

Abstract

Praising is a crucial part of teaching performance that impact greatly on students’ performance and self-esteem. Using Q methodology, this study explores Korean and American teachers’ praising styles, and how each style is associated with their teaching attributes and job satisfaction. Using two dimensions of praise intention (emotional support vs. controlling) and orientation (approach vs. avoid), a Q sort of 47 statements was sorted by 22 Korean teachers from early childhood to college level instructors. The procedures of Q method were followed to yield four resultant factors, which were interpreted as Hedonistic Praisers, Humanistic Praisers, Authoritarian Behaviorists, and Hedonistic Behaviorists. Each Korean teachers’ praising style is uniquely associated with their relationship with students, job satisfaction, and classroom management styles.

Authors

• Hyeyoung Bang, Bowling Green State University

• Jungsub Kim, Pusan National University