Journal of New Advances in Educational Management

Journal of New Advances in Educational Management

Investigating the effects of empathy, motivation and activeness of students on the perceived learning outcomes, the role of the presenter and the topic discussed in the classroom

Document Type : Original Article

Author
Mansoureh Ghobadi
Master's degree, Department of Educational Management, Islamic Azad University, Khorramabad, Iran
Abstract
Today, the discussion of the proper teaching characteristics of teachers and its tremendous effects on the performance of students in public and private schools can be clearly seen, and recently new styles of teaching have been proposed that can be very effective in implementing strategies and pursuing educational goals; This research examines how students' empathy, motivation, and activeness affect perceived learning outcomes, the role of the presenter, and the topic discussed in Shahada Media school classes. This model has been tested by analyzing the survey responses collected from 384 teachers and students of Shahada Media School with SPSS23 and Smart PLS3 software. The findings of the research show that empathy does not have a positive and significant effect on the perceived learning, the presenter and the topic discussed in the Martyrs of Media School. Motivation has a positive and significant effect on the perceived learning, the presenter and the topic discussed in the Shahada Media School. Being active has a positive and significant effect on the perceived learning, the presenter and the topic discussed in the school of media martyrs. One of the primary duties of teachers is to help their students to face the challenges that they will face throughout their lives. The personality of the students affects their potential to face these challenges and ultimately, to acquire the skills they need in life. Furthermore, their character may be shaped by how they acquire these skills, so that students are better able to succeed
Keywords
Empathy
Motivation
Proactivity
Perceived Learning
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  • Receive Date 04 April 2024
  • Revise Date 22 April 2024
  • Accept Date 08 June 2024
  • Publish Date 21 June 2024