The Relationship of Power in the Classroom and Teacher Apprehension between Communication II Teachers and Students of UP Manila College of Arts and Sciences

Abstract

For years, scholars have pondered on the best way to educate students. Several techniques have been tried in order to keep the attention of the students and foster a healthy learning environment. With the coinage of the term “Teacher Apprehension” in 2001 by McCroskey, educators were given a measure of how much communication apprehension exists within the classroom walls. They were also interested in the factors that contributed to in-class apprehension. The purpose of this research was to find out the relationship between the use of power in the classroom and teacher apprehension. Sub-problems include the effect of age and gender to each variable. The study will be significant to the per-semester teacher evaluation survey that the department conducts on students as it may show a probable cause to justify the performance of students in class. A survey comprising of two instruments was given to students: Teacher Apprehension and Compliance Gaining Strategies. Teachers were also given the same Compliance Gaining Strategies test specifically designed for teachers. The variables of teacher apprehension and power use were correlated through the use of Pearson’s Chi Square Test, Levene’s Test for Equality of Variance, and T- Test which were significant at p > a - 0.05. Results were as hypothesized except for the Punishment power base which did not have any significant effect.