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首页> 外文会议>International Technology, Education and Development Conference >(1305) HAPPINESS IN TEACHING: POSITIVE EMOTIONS FOR EVALUATING THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND PERFORMANCE OF THE PROFESSOR IN THE CLASSROOM
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(1305) HAPPINESS IN TEACHING: POSITIVE EMOTIONS FOR EVALUATING THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND PERFORMANCE OF THE PROFESSOR IN THE CLASSROOM

机译：（1305）教学中的幸福：评估教室教授领导风格与绩效关系的积极情绪

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Despite the recent progress at universities oriented towards relevant methodological changes to beapplied in classrooms, it is still common to find teaching styles in which the professor decides thesyllabus and how to teach the contents to the students. Professors recognize this situation but they donot always apply positive emotions in order to develop empowerment and happiness in the learningprocess of the students.Very often, the way that professors teach their subjects in the classroom comes from their academicpractice and not from research. However, further and better insights grounded in empirical findings areessential in order to alert universities on the necessity to be open minded when dealing with the needsand opinions of students. Regarding this argument, it is important to develop conceptual frameworksdescribing happiness in teaching and learning based on the existing pedagogical literature.Several authors have explored different leadership styles and performance of the professor in theclassroom. Instrument development is an iterative process that requires continued efforts to ensurethe psychometric soundness of the instrument when applied to various populations and settings.Hence, the re-evaluation of existing instruments is common.The intention in this research is to provide relatively simple frameworks, drawing as far as possible onconcepts couched in educational language. The conceptualization developed here is related toapproaches to teaching, but so far draws mainly on the literature of what has come to be calledstudent learning research. Based on theories put forth by Seligman (2009 and 2011), the objective ofthis work has two foundations. It concerns: (1) to design scales related to a transformationalleadership style and performance of the professor in the classroom as well as (2) to evaluate therelationship between these constructs.Under a focus on happiness and well-being, this paper offers a tool to evaluate the implementation ofa transformational teaching style and performance of the professor in the classroom. The total numberof students in this research was 543 and it involved institutions from three countries: UniversidadAutonoma de Baja California (UABC), Mexico;;Instituto de Artes Visuais, Design e Marketing (IADE),Portugal;;and Pontificia Universidad Catolica de Valparaiso (PUCV), Chile.The outline of this paper is the following. First, a review of the literature on approaches to teaching,leadership styles and performance of the professor in the classroom is conducted. Second, a simple,systematic instrument to describe the behavior of the professor and a methodological procedure ofresearch are presented. Third, an overall analysis of the results is carried out. Fourth, the last sectionis devoted to the discussions and conclusions.
机译：尽管最近在教室内向BEAPPLIED的相关方法变化导向的大学进入，但仍然是寻找教学态度，教授决定学生的教学方式以及如何向学生教授内容。教授认识到这种情况，但他们总是持续应用积极的情绪，以便在学生的学习过程中培养赋权和幸福。通常，教授在课堂上教导他们的主题的方式来自他们的学术实践，而不是研究。然而，进一步和更好的见解是在经验调查结果中的基础，以便在处理学生的需求和意见时提醒大学的必要性。关于这个论点，重要的是基于现有教学文献的教学与学习发展概念框架幸福。一位作者探讨了TheClassroom教授的不同领导风格和表现。仪器开发是一个迭代过程，需要继续努力在适用于各种群体和设置时确保仪器的心理健全性。，对现有仪器的重新评估是常见的。本研究中的意图是提供相对简单的框架，绘图尽可能地onconcepts以教育语言为单位。这里开发的概念化与教学有关，但到目前为止主要吸引了所谓的学习研究的文献。基于Seligman（2009年和2011年）所提出的理论，这项工作的目标有两个基础。它涉及：（1）设计与课堂教授的转换套利风格和表现相关的尺度，以及（2）在这些构建体之间评估其关系。本文重点关注幸福和福祉，提供工具评估课堂教授的转型教学风格和表演的实施。这项研究中学生的总数为543，它涉及来自三个国家的机构：墨西哥州大学（Uabc），墨西哥博览会;;博览会，设计e营销（Iad），葡萄牙;和Pontificia Universidad Catolica de Valparaiso（ PUCV），智利。本文的大纲是以下内容。首先，对教学教授的教学方法，领导风格和表现的方法进行了审查。其次，提出了一种简单，系统的仪器来描述教授的行为和研究方法的方法。第三，进行了对结果的总体分析。第四，最后一部分致力于讨论和结论。

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