What is popular is not always right: Measuring teacher professional behaviour

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

Teaching is considered one of the most trusted professions, yet literature evaluating teachers understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The ?Professional Interactions and Behaviours Scale? (PIBS) was developed to assess the degree to which teachers have developed an understanding of appropriate professional interactions with students. 30 items were developed with reference to the ?Victorian Institute of Teachers Profession Code of Conduct? (2008) which states teachers are required to maintain professional relationships with students which are centered on learning at all times whether at school or not. Preservice teachers recruited for the study (N =197) rated acceptability of specific student-teacher interactions and/or behaviours (e.g. ?hugging a student as a form of consolation?, ?being friends with a student on a SNS?) on a Likert scale of 1 (unacceptable) to 5 (acceptable). The dimensionality of the PIBS was evaluated using principal components analyses with varimax rotation and 20 items were retained yielding four components; befriending, hugging, external engagement and teacher disclosure. Confirmatory factor analyses were conducted and the model demonstrated adequate fit. The PIBS is a unique and promising measure for stimulating dialogue and contribute to the developing definition of ?appropriate boundaries? for teachers.
Original languageEnglish
Title of host publicationAARE 2012 Conference Proceedings & Program
EditorsJan Wright
Place of PublicationSydney New South Wales Australia
PublisherAustralian Association for Research in Education
Pages1 - 19
Number of pages19
Publication statusPublished - 2012
EventInternational Conference of the Australian Association for Research in Education 2012 - University of Sydney, Sydney, Australia
Duration: 2 Dec 20126 Dec 2012

Conference

ConferenceInternational Conference of the Australian Association for Research in Education 2012
Abbreviated titleAARE 2012
CountryAustralia
CitySydney
Period2/12/126/12/12
OtherThe 2012 Annual Conference was a joint conference of AARE and APERA, incorporating a WERA Focal Meeting.

Cite this

Morris, Z., Richardson, P. W., & Watt, H. M. G. (2012). What is popular is not always right: Measuring teacher professional behaviour. In J. Wright (Ed.), AARE 2012 Conference Proceedings & Program (pp. 1 - 19). Sydney New South Wales Australia: Australian Association for Research in Education.
Morris, Zoe ; Richardson, Paul William ; Watt, Helen Margaret Gilchrist. / What is popular is not always right: Measuring teacher professional behaviour. AARE 2012 Conference Proceedings & Program. editor / Jan Wright. Sydney New South Wales Australia : Australian Association for Research in Education, 2012. pp. 1 - 19
@inproceedings{b3c1d7b7351245c6b1780a34450d37c7,
title = "What is popular is not always right: Measuring teacher professional behaviour",
abstract = "Teaching is considered one of the most trusted professions, yet literature evaluating teachers understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The ?Professional Interactions and Behaviours Scale? (PIBS) was developed to assess the degree to which teachers have developed an understanding of appropriate professional interactions with students. 30 items were developed with reference to the ?Victorian Institute of Teachers Profession Code of Conduct? (2008) which states teachers are required to maintain professional relationships with students which are centered on learning at all times whether at school or not. Preservice teachers recruited for the study (N =197) rated acceptability of specific student-teacher interactions and/or behaviours (e.g. ?hugging a student as a form of consolation?, ?being friends with a student on a SNS?) on a Likert scale of 1 (unacceptable) to 5 (acceptable). The dimensionality of the PIBS was evaluated using principal components analyses with varimax rotation and 20 items were retained yielding four components; befriending, hugging, external engagement and teacher disclosure. Confirmatory factor analyses were conducted and the model demonstrated adequate fit. The PIBS is a unique and promising measure for stimulating dialogue and contribute to the developing definition of ?appropriate boundaries? for teachers.",
author = "Zoe Morris and Richardson, {Paul William} and Watt, {Helen Margaret Gilchrist}",
year = "2012",
language = "English",
pages = "1 -- 19",
editor = "Jan Wright",
booktitle = "AARE 2012 Conference Proceedings & Program",
publisher = "Australian Association for Research in Education",
address = "Australia",

}

Morris, Z, Richardson, PW & Watt, HMG 2012, What is popular is not always right: Measuring teacher professional behaviour. in J Wright (ed.), AARE 2012 Conference Proceedings & Program. Australian Association for Research in Education, Sydney New South Wales Australia, pp. 1 - 19, International Conference of the Australian Association for Research in Education 2012, Sydney, Australia, 2/12/12.

What is popular is not always right: Measuring teacher professional behaviour. / Morris, Zoe; Richardson, Paul William; Watt, Helen Margaret Gilchrist.

AARE 2012 Conference Proceedings & Program. ed. / Jan Wright. Sydney New South Wales Australia : Australian Association for Research in Education, 2012. p. 1 - 19.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

TY - GEN

T1 - What is popular is not always right: Measuring teacher professional behaviour

AU - Morris, Zoe

AU - Richardson, Paul William

AU - Watt, Helen Margaret Gilchrist

PY - 2012

Y1 - 2012

N2 - Teaching is considered one of the most trusted professions, yet literature evaluating teachers understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The ?Professional Interactions and Behaviours Scale? (PIBS) was developed to assess the degree to which teachers have developed an understanding of appropriate professional interactions with students. 30 items were developed with reference to the ?Victorian Institute of Teachers Profession Code of Conduct? (2008) which states teachers are required to maintain professional relationships with students which are centered on learning at all times whether at school or not. Preservice teachers recruited for the study (N =197) rated acceptability of specific student-teacher interactions and/or behaviours (e.g. ?hugging a student as a form of consolation?, ?being friends with a student on a SNS?) on a Likert scale of 1 (unacceptable) to 5 (acceptable). The dimensionality of the PIBS was evaluated using principal components analyses with varimax rotation and 20 items were retained yielding four components; befriending, hugging, external engagement and teacher disclosure. Confirmatory factor analyses were conducted and the model demonstrated adequate fit. The PIBS is a unique and promising measure for stimulating dialogue and contribute to the developing definition of ?appropriate boundaries? for teachers.

AB - Teaching is considered one of the most trusted professions, yet literature evaluating teachers understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The ?Professional Interactions and Behaviours Scale? (PIBS) was developed to assess the degree to which teachers have developed an understanding of appropriate professional interactions with students. 30 items were developed with reference to the ?Victorian Institute of Teachers Profession Code of Conduct? (2008) which states teachers are required to maintain professional relationships with students which are centered on learning at all times whether at school or not. Preservice teachers recruited for the study (N =197) rated acceptability of specific student-teacher interactions and/or behaviours (e.g. ?hugging a student as a form of consolation?, ?being friends with a student on a SNS?) on a Likert scale of 1 (unacceptable) to 5 (acceptable). The dimensionality of the PIBS was evaluated using principal components analyses with varimax rotation and 20 items were retained yielding four components; befriending, hugging, external engagement and teacher disclosure. Confirmatory factor analyses were conducted and the model demonstrated adequate fit. The PIBS is a unique and promising measure for stimulating dialogue and contribute to the developing definition of ?appropriate boundaries? for teachers.

UR - http://www1.aare.edu.au/papers/2012/MORRIS%20ZA.pdf#zoom=85

M3 - Conference Paper

SP - 1

EP - 19

BT - AARE 2012 Conference Proceedings & Program

A2 - Wright, Jan

PB - Australian Association for Research in Education

CY - Sydney New South Wales Australia

ER -

Morris Z, Richardson PW, Watt HMG. What is popular is not always right: Measuring teacher professional behaviour. In Wright J, editor, AARE 2012 Conference Proceedings & Program. Sydney New South Wales Australia: Australian Association for Research in Education. 2012. p. 1 - 19