What legitimises teacher's authority? Validation of a scale based on students’ perspectives

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Contemporary Discussions in Learning Environments 2

Abstract

This study presents the statistical validation of a scale measuring the sources of recognition or legitimacy of pedagogical authority from the perspective of secondary school students. The 15-item scale was applied to 1,973 students in Chile. The theoretical expectation was to identify three dimensions. However, the analysis indicated that a four-dimensional model provided the best fit to the data: (i) respectful treatment by the teacher; (ii) the teacher's knowledge and teaching; (iii) explicit framing of the norms; and (iv) punitive framing. The results highlight a strong positive relationship perceived by students between respectful treatment by the teacher and explicit framing of the norms (r = 0.734), and a negative relationship between the former and punitive framing (r = -0.124).

Authors

• Guillermo Manuel Zamora Poblete, Pontificia Universidad Catolica de Chile

• Marisa Meza Pardo, Pontificia Universidad Catolica de Chile

• Pilar Cox, Pontificia Universidad Catolica de Chile

• Camila Ortiz, universidad de santiago de chile