How Does the Community of Students Interpret Statements and Attitudes of Teachers Considering the Hidden Curriculum: A Qualitative Study

Jehan G.   Al-Bloshi; Ibrahim A.  El-Shara

doi:10.35516/hum.v50i5.946

Authors

Jehan G. Al-Bloshi Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan. https://orcid.org/0000-0002-0311-4594
Ibrahim A. El-Shara Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0001-9507-1167

DOI:

https://doi.org/10.35516/hum.v50i5.946

Keywords:

Content of messages, hidden curriculum, basic education, qualitative study

Abstract

Objectives: This study aimed at identifying the content of implicit messages conveyed by female teachers to their female students.

Methods: The ethnographic qualitative approach was used to achieve the goals of the study. Fifteen audio recorded class sessions of four teachers teaching the 9th or 10th grades at a certain public school were observed. The four teachers and six students of the observed teachers were also interviewed. The validity and reliability of the obtained data were verified.

Results: The study showed several implicit messages conveyed by teachers to their students, such as respect of law, care for cleanliness, and respect of points of view of others. Some other hidden messages are negative; being not so strict about their attendance of classes, when they do not commit themselves to the time of a class, and when they underline certain subjects in the curriculum as being more important than others. The students interpret these messages in two directions, one of them the desire of the female teachers to win the students’ approval and affection and to draw the students closer to them, on the other hand female teachers’ desire to impose their control over the students, and to warn the students that the power and decision returns to the teacher.

Conclusions: The teacher's clear message, student reception, and understanding is vital for successful teaching. Differences in message interpretation affect student interaction and acceptance. Teachers must be mindful of implicit meanings and students' interpretations to maintain clear communication and participation.

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