Perfectionism in the classrom environment: An examination of the roles of teaching styles and percieved teacher self-efficacy
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Date
2013-05
Authors
Lowe, Elizabeth Jane
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
The main purpose of this study is to examine the relationship between teaching styles,
personality traits associated with perfectionism and the perceived sense of teacher efficacy.
Teachers (N=52) completed three questionnaires administered via online survey service
(FluidSurveys.ca). These three questionnaires were; Grasha’s Teaching Style Inventory 3.0
(Grasha, 1996), which identifies five teaching style clusters; The Frost Multidimensional
Perfectionism Scale (Frost et al, 1990) which indicates levels of perfectionism associated with
positive or negative characteristics associated with perfectionism; and the Teachers’ Sense of
Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) which measures individual teaching
assumptions in relation to perceived efficacy. Correlations, a T-Test for demographic variables
and a multiple regression analysis were conducted to provide information in relation to the
three questionnaire responses and to identify associations between perfectionism, teaching
styles and perceived teacher efficacy.
Results indicated significant correlations between Teaching Styles and Teachers’ Sense
of Efficacy. The Facilitator teaching style was found to be significantly correlated with Student
Engagement (r (52) = .35, p< .05). and ClassroomManagement (r (52) = .29, p< .05). The
Delegator teaching style was found to be significantly correlated to Engagement (r (52) = .36, p<
0.01 and Management (r (52) = .28, p<.05. Significant Multiple Regression results occurred
where the Grasha’s Teaching Styles significantly predicted the Frost Multidimensional
Perfectionism Scale subset Concern over Mistakes (F5, 46 = 2.5, p< .05). The Facilitator Teaching
Style held the strongest predictive value.
A hallmark of positive or adaptive perfectionism relates to problem solving in a sound and
healthy manner (Fedewa et al, 2005). The Facilitator teaching style appears to coincide with this sound and healthy approach by incorporating collaborative problem solving between a teacher
and student (Grasha, 1996). The Frost perfectionism subset Concern over Mistakes reflects
negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a
tendency to believe that one will lose the respect of others following failure (Frost et al, 1990).
High endorsement on this subset may be a predictor of maladaptive perfectionism (Frost et al,
1990).
The Facilitator teaching style and the perfectionism measure Concern over Mistakes
appear to reflect conflicting constructs. This supposed conflict is discussed along with other
considerations associated with perfectionism, teaching styles and perceptions of teacher selfefficacy.