Perceptions of Teacher Verbal Behavior in Secondary Social Studies Classes

Abstract

The purpose of this study was to determine the congruence of teacher perceptions and verbal behavior in secondary social studies classes, the congruence of teacher perceptions and student perceptions, and congruence of student perceptions and satisfaction relative to learning. The researcher interviewed, observed, and surveyed teachers and students in government, history, and geography classes to obtain descriptive data on perceptions. The analyses of perceptions revealed lack of congruence between teacher perceptions and verbal behavior, and lack of congruence between teacher perceptions and student perceptions. Congruence was evident between student perceptions and satisfaction relative to learning.

The findings support lack of congruence between perceptions and verbal behavior in social studies classes relative to student satisfaction. Consequently, the need for teacher awareness of perception influence on student satisfaction is existent. The contention that emphasis on perceptions provides a theoretical base for improvement in student learning is indicated in this study.