Exploring the relationship among teacher learning style, self-monitoring learning and job performance in the western rural country ethnic areas of China

• In Event: Roundtable Session (Wednesday V)
  In Refereed Round-Table Session: Education for sustainability: learning from abroad

Proposal

Abstract
The study explored the relationship among teacher learning style (i.e., formal learning, self-directed learning and incidental learning), teacher self-monitoring learning (i.e., psychological self-monitoring, behavioral self-monitoring and environmental self-monitoring) and job performance ( i.e., task performance and contextual performance) in the western rural country ethnic areas of China. Study subjects were 769 elementary school and junior high school teachers participating in a questionnaire survey who are form the western rural country ethnic areas of China. The results of structural equation modeling showed that:(1) teacher learning style had significant effects on the teacher job performance; (2) teacher self-monitoring learning had significant effects on the teacher job performance; (3) teacher learning style had significant effects on the teacher self-monitoring learning; (4) teacher self-monitoring learning mediate the effects of teacher learning style on teacher job performance. Implications for teacher learning style and teacher self-monitoring learning are discussed.
Key words
teacher learning style, self-monitoring learning, job performance, mesomeric effect, teacher, China
Hypothesis
hypothesis 1: Teacher learning style has positive effects on teacher job performance components.
hypothesis 2: Teacher self-monitoring learning has positive effects on teacher job performance components.
hypothesis 3: Teacher learning style has positive effects on teacher self-monitoring learning.
hypothesis 4: Teacher self-monitoring learning components mediate the effects of teacher leaning style on teacher job performance.

Methods
Participants
This study investigated 769 elementary school and junior high school teachers who from three provinces in the western rural country ethnic areas of China, namely Gansu, Ningxia and Qinghai. The questionnaire survey was conducted to collect data form 60 elementary schools and 70 junior high schools between November 2015 to March 2018. The teachers were informed that no incentive would be provided and that they could choose to respond to the questionnaire voluntary.
Instruments
Three scales made up the questionnaire used in the study: the Teacher Learning Style Scale (TLSS) , the Teacher Self- monitoring Learning Scale (TSLS) and Teacher Job Performance Scale (TJPS).
The 36-item TLSS adapted contains three subscales: teacher formal learning, self-directed learning and incidental learning. The teachers rated each item on a five-point Likert scale ranging from "strong disagree" to "strongly agree".
The 15-item TSLS was used. Three dimensions of teacher self-monitoring learning was measured, namely psychological self-monitoring, behavioral self-monitoring and environmental self-monitoring and each dimension contains five items. The teachers rated each item on a five-point Likert scale ranging from "strong disagree" to "strongly agree".
The 28-item TJPS was adapted to assess two dimension of teacher's job performance, namely task performance and contextual performance. The teachers rated each item on a five-point Likert scale ranging from "strong disagree" to "strongly agree".
Preliminary results
1.teacher learning style had significant effects on the teacher job performance.
2. teacher self-monitoring learning had significant effects on the teacher job performance.
3. teacher learning style had significant effects on the teacher self-monitoring learning.
4. teacher self-monitoring learning mediate the effects of teacher learning style on teacher job performance. Implications for teacher learning style and teacher self-monitoring learning are discussed.

Authors

• Xin Yang, The Northwest Normal University

• Jian Wang, The Northwest Normal University