The Level of Teachers’ Use of the Learned Helplessness Language with Students in the Light of Some Variables PDF

Keywords

Language of learned helplessness, learning motivation, causal attribution, non-educational practices.

Abstract

Purpose: This study aimed to identify the level of teachers’ use of the learned helplessness language with their students, and whether this use varies according to gender, qualifications, and years of experience of the teacher’s. Method: To achieve the objectives of the study, the researcher used descriptive method. The researcher has developed a tool to measure the language of learned helplessness that teachers use with their students, consisting of (20) items. The study sample consisted of (292) male and female teachers from the Directorates of Education in Irbid Governorate who were chosen randomly. Results: The results of the study indicated that the level of teachers’ use of the language of learned helplessness was moderate, that teachers had higher than that of female teachers, and that teachers with bachelor’s qualifications used the language of learned helplessness more than postgraduate qualifications. It also found that teachers with less experience use this language more than other experiences. Conclusion: Some students have many academic and cognitive abilities, and many skills; however, their classroom behaviors and practices may not reflect their abilities and skills, due to their low self-confidence, which sometimes affects their school achievement and their personal aspects. There are many factors responsible for the occurrence of this phenomenon, including the learner’s impotence, which caused by internal factors of the student, or external factors related to the family and teachers, and the negative statements and words uttered by students that reduce their abilities and potentials, and reduce their level of motivation. Students with these practices greatly affect them, and their relationships with their teachers, therefore; it is necessary to work to educate male and female teachers of the need to stay away from the use of such words, and to strengthen students, activate them, and increase their self-confidence, which will reflect positively on the educational process.