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.
