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The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

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  • Alyssa L. Grecu
  • Andreas Hadjar
  • Kevin Simoes Loureiro

Abstract

This mixed-method research study aims at an analysis of the role of teaching styles in the development of school alienation and behavioral consequences. Applying an in-depth design, this study combines a quantitative panel study, a student survey (grades 5–6), and qualitative focus groups with Luxembourgish primary school students (grade 6). Methodologically, we aim to demonstrate potentials and limits of integrating quantitative and qualitative research. Quantitative results show that teaching styles affect students’ alienation from teachers and from learning, and eventually from classroom participation and social behavior. Qualitative content analysis reveals that students characterize a fair teaching style as the equal treatment of all students regarding classroom rules and teachers’ empathy for students’ intentions.

Suggested Citation

  • Alyssa L. Grecu & Andreas Hadjar & Kevin Simoes Loureiro, 2022. "The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools," SAGE Open, , vol. 12(2), pages 21582440221, June.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221105477
    DOI: 10.1177/21582440221105477
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    References listed on IDEAS

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    1. Joanna Sale & Lynne Lohfeld & Kevin Brazil, 2002. "Revisiting the Quantitative-Qualitative Debate: Implications for Mixed-Methods Research," Quality & Quantity: International Journal of Methodology, Springer, vol. 36(1), pages 43-53, February.
    2. Johan Ormel & Siegwart Lindenberg & Nardi Steverink & Lois Verbrugge, 1999. "Subjective Well-Being and Social Production Functions," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 46(1), pages 61-90, January.
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