University of Bahrain
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A Humanistic Approach to Enhancing Teacher Influence

Show simple item record Yenming,Zhang Ying,Xiong Qingmei,Ma 2018-07-31T08:38:11Z 2018-07-31T08:38:11Z 2014
dc.identifier.issn 2210-1438
dc.description.abstract This paper examines the issue of declining teacher influence on students, and investigates a humanistic approach to responding to this change in the context of students' changing modes of learning in China. The paper is the results of an empirical study based in two institutions in Changsha, Hunan Province: Changsha Normal College and Hunan No. 1 Normal College. The study take a two-pronged methodology of survey among college graduates who have been in their professions for more than two years; and of a series of interviews among the faculty members in the above institutions. With the focus of the areas students feel most needed for a successful professional life, we find that psychological maturity is the weakest area, among others, which they hope the students still studying in the colleges to strengthen. We also find from our investigations that, in catering for students' learning needs, a humanistic psychological approach will be effective to augment teachers' influence. The main findings from this approach include humanistic care, teacher initiative, aspiring determination, guidance on deep learning, emotional maturity, and purpose of life. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.source International Review of Contemporary Learning Research
dc.subject Influence pattern
dc.subject teacher influence
dc.subject humanistic psychology
dc.subject teacher quality
dc.title A Humanistic Approach to Enhancing Teacher Influence en_US
dc.type Article en_US
dc.volume 03
dc.issue 01
dc.pagestart 11
dc.pageend 23
dc.abbreviatedsourcetitle IRCLR

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