Abstract
Respect for teachers is a globally recognized educational issue. Compared with Western “equality-based” respect, the traditional Confucian “respect for teachers” is a kind of “hierarchical” or “reverential” respect. In the past, respect for teachers was an unquestioned ethical value in Confucian cultural contexts, and was considered beneficial for students. However, respect for teachers has been criticized as a symbol of authority and detrimental to learning and teacher-student relationships nowadays. To resolve the “controversy regarding respect for teachers,” we used the conceptual framework of respect for teachers to investigate the predictive effects of respect-for-teachers’ dual dimensions on teacher-student relationship and students’ academic engagement. In Study 1, a scale for respect-for-teachers was developed. Two factors, reverence for teachers (RFT) and fear of teachers (FOT) were obtained, through exploratory and confirmatory factor analysis. Study 1 (a cross-sectional design) also shows that RFT is positively associated with good teacher-student relationships and students’ academic engagement, while FOT is negatively associated these outcomes. Study 2 (a two-wave longitudinal design) reveals that controlling for social desirability, RFT at time 1 has a positive relationship with good teacher-student relationships and academic engagement at time 2, while FOT at time 1 has a negative relationship with good teacher-student relationships and academic engagement at time 2. Overall, this paper provides a solution to the “controversy regarding respect for teachers,” that is, whether respect for teachers is beneficial or harmful depends on its dimensions. This paper also contributes to a broader understanding of the concept of “respect” and offers insights into educational issues within East Asia and across different cultures.
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Notes
The Way, also translated as “Dao,” refers to the principles or content that teachers impart or teach. More specifically, the Way denotes the teachings or knowledge conveyed by teachers. The Way can encompass knowledge, such as the content of specific disciplines or certain skills; but it can refer to moral and ethical norms as well, such as the principles guiding interactions between individuals.
Respect for teachers stems from the principle of respecting the superior (zun zun), representing a Confucian cultural ideal that does not inherently involve fear. When cultural ideals are transmitted to individuals through socialization, they may concurrently give rise to outcomes of alienation (Chien, 2016). In this regard, RFT aligns with the Confucian ideal, while FOT may be a product of alienation (Chien, 2021). Previous studies have not explicitly distinguished between reverence for and fear of teachers. However, in these studies, respect for teachers seems to imply an element of fear (e.g., Chu & Walters, 2013; Hsu, 2013). It was not until Chien et al.‘s (2022) qualitative study that it became evident that respecting teachers includes both reverence and fear.
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Appendix: Items in the respect-for-teachers scale
Appendix: Items in the respect-for-teachers scale
No. | Items | M | SD |
|---|---|---|---|
1. | As a student, when I see a teacher, I feel from the bottom of my heart that I should respect him/her.* | 4.60 | 1.05 |
2. | If I have any disrespect for teachers, I feel sorry to them for doing so.* | 4.61 | 0.97 |
3. | I always have a kind of unspeakable fear of teachers.* | 2.77 | 1.24 |
4. | I worry that I may not get along well with teachers I don’t know well.* | 3.65 | 1.38 |
5. | I feel a sense of admiration or reverence when I talk to teachers. | 3.43 | 1.16 |
6. | In general, I think I should respect teachers as if they are my elders.* | 4.47 | 1.07 |
7. | I feel uncomfortable if I am in the same space as a teacher.* | 3.09 | 1.38 |
8. | Even if teachers are easygoing, students should treat them respectfully and not be rude.* | 5.03 | 0.97 |
9. | When interacting with a teacher, I worry about accidentally pushing his or her buttons or getting in trouble with him or her. | 4.14 | 1.26 |
10. | When teachers come to me, I think there is usually nothing good about them. | 3.33 | 1.46 |
11. | I feel very nervous when interacting with teachers.* | 3.07 | 1.28 |
12. | As a student, I take it for granted that I should respect my teachers.* | 4.66 | 1.12 |
13. | If I saw a classmate being rude to a teacher, I would feel very bad.* | 4.58 | 1.03 |
14. | Interacting with teachers is like interacting with elders, so you should be respectful and polite.* | 4.59 | 1.01 |
15. | When teachers come to me, I will feel nervous no matter whether they are nice or not.* | 3.20 | 1.40 |
16. | My image of a teacher is that they are stern and fearful, with a role of supervising and disciplining students.* | 2.46 | 1.18 |
17. | I should think about or take seriously what a teacher says, whether I agree with it or not. | 4.38 | 1.12 |
18. | I hesitate to ask teachers questions, for fear of receiving a bad response.* | 3.28 | 1.42 |
19. | When interacting with a teacher, I always feel cautious and fearful.* | 2.67 | 1.23 |
20. | Generally speaking, I think it is the student’s duty to respect teachers.* | 4.65 | 1.07 |
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Chien, CL., Hsu, SC. & Lin, TH. Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context. Soc Psychol Educ (2024). https://doi.org/10.1007/s11218-024-09905-3
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DOI: https://doi.org/10.1007/s11218-024-09905-3