The Role of Dimensions of Perceived Teaching style in Predicting Psychological Empowerment and Students' Connection with school

Abstract

The present study was conducted with the aim of determining the role of perceived teaching style dimensions in predicting psychological empowerment and connection with the school of students of the first secondary level of Hirmand city. In this descriptive-correlational study, 206 boys and 143 girls were selected using the stratified random sampling method. In order to collect data, questionnaires of teaching style (Blument et al., 1988), psychological empowerment (Spritzer, 1998) and connection with school (Rezaee Sharif et al., 2013) were used.Data were analyzed using descriptive statistics and regression analysis. SPSS version 24 software was used for data analysis. The data analysis showed that the three dimensions of teaching style predicted 41% of the changes in students' connection with the school. In addition, only two dimensions of structure and autonomy support were identified as predictors of empowerment. In total, these two dimensions of teaching style were able to identify 34.8 percent of the empowerment component among the sampled students. In this study, the strongest predictor for the component of connection with the school and empowerment was the structure dimension of teaching style.

Keywords

• dimensions of teaching style
• psychological empowerment. link with school