DIGITAL LIBRARY
THE SIGNIFICANCE OF TEACHER HUMOR AND SELF-EFFICACY BELIEFS TO ENHANCE INSTRUCTION
Texas State University (UNITED STATES)
About this paper:
Appears in: ICERI2017 Proceedings
Publication year: 2017
Pages: 899-910
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0316
Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain
Abstract:
Social humor not only generates positive emotions enabling teachers to cognitively consider incongruities, but also raises perceptions of their instructional effectiveness. The findings of a preceding study (n=354) supported a positive relationship between high humor perceptions and effective instruction, when controlling for age, gender, and experience. Five behavioral traits that contribute to effective teaching emerged from a comparative analysis of he correlation: social connectedness, emotional intelligence, resilience, self-monitoring, and divergent thinking. This paper first examines how multiple dimensions of humor orientation impact teachers’ sense of efficacy in student engagement, instructional strategies, and classroom management. The narrative then describes instructional strategies that employ the five emergent behaviors traits to instruction and, finally, advocates for in service teacher training wholly dedicated to developing awareness of these behaviors to positively influence best practices.
Keywords:
Teacher self-efficacy, instructional efficacy, student engagement, classroom management, sense of humor, stress, well-being, professional development.