Abstract:
The intent in this study was to investigate in what ways teachers· beliefs
about education and teaching are expressed in the specific teaching behaviours
they employ, and whether teaching behaviours, as perceived by their students,
are correlated with students· critical thinking and self-directed learning. To this
end the relationships studied were: among faCUlty members· philosophy of
teaching, locus of control orientation, psychological type, and observed teaching
behaviour; and among students· psychological type, perceptions of teaching
behaviour, self-directed learning readiness, and critical thinking. The overall
purpose of the study was to investigate whether the implicit goals of higher
education, critical thinking and self-direction, were actually accounted for in the
university classroom.
The research was set within the context of path-goal theory, adapted
from the leadership literature. Within this framework, Mezirow·s work on
transformative learning, including the influences of Habermas· writings, was
integrated to develop a theoretical perspective upon which to base the research
methodology.
Both qualitative and quantitative methodologies were incorporated. Four
faCUlty and a total of 142 students participated in the study. Philosophy of
teaching was described through faCUlty interviews and completion of a repertory
grid. Faculty completed a descriptive locus of control scale, and a
psychological type test. Observations of their teaching behaviour were
conducted. Students completed a Teaching Behaviour Assessment Scale, the
Self-Directed Learning Readiness Scale, a psychological type test, and the
Watson-Glaser Critical Thinking Appraisal. A small sample of students were
interviewed. Follow-up discussions with faculty were used to validate the
interview, observation, teaching behaviour, and repertory grid data.
Results indicated that some discrepancies existed between faculty's
espoused philosophy of teaching and their observed teaching behaviour.
Instructors' teaching behaviour, however, was a function of their personal theory
of practice. Relationships were found between perceived teaching behaviour
and students· self-directed learning and critical thinking, but these varied across
situations, as would be predicted from path-goal theory. Psychological type of
students and instructor also accounted for some of the variability in the
relationships studied. Student psychological type could be shown as a partial
predictor of self-directed learning readiness. The results were discussed in
terms of theory development and implications for further research and practice.
