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The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

Artigo2022

Sze Hui Sim; Mohd Effendi Ewan Mohd Matore ORCID

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Resumo

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among primary school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire (1996), which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Psychology, v. 13, p. 1028145
Editora
Frontiers Media S.A.
Ano
2022 (2022-10)
Idioma
en
Palavras-chave
Grasha–Riechmann; teaching style; teaching experience; mathematics; teacher; relationship; mathematics teachers; primary school mathematics; expert teaching style; facilitator teaching style; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.3389/fpsyg.2022.1028145
ISSN
1664-1078
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SIM, Sze Hui; MATORE, Mohd Effendi Ewan Mohd. The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher. Frontiers in Psychology, v. 13, p. 1028145, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.1028145.

APA

Sim, S. H., & Matore, M. E. E. M. (2022). The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher. Frontiers in Psychology, 13, 1028145. https://doi.org/10.3389/fpsyg.2022.1028145

BibTeX
@article{sim2022,
  author = {Sim, Sze Hui and Matore, Mohd Effendi Ewan Mohd},
  title = {The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher},
  year = {2022},
  journal = {Frontiers in Psychology},
  volume = {13},
  pages = {1028145},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2022.1028145},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sim, Sze Hui
AU  - Matore, Mohd Effendi Ewan Mohd
TI  - The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher
PY  - 2022
JO  - Frontiers in Psychology
VL  - 13
SP  - 1028145
DO  - 10.3389/fpsyg.2022.1028145
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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