teacher locus of control
Introduction As Williams and Burden (1997) noticed learning does not take place in a vacuum. Environmental, social, political, and many other learner-external factors interact in complex ways to determine learning outcomes. Moreover, the way learners observe the world has a great influence over their educational achievements. Studies have shown that their sense of personal control over the educational process is one of the most significant factors in arousing and maintaining individuals’ interest and involvement in learning activities. This sense of personal control is known as Locus of Control (LoC). (Nodoushan, 2012, p. 123)
LoC indicates how a person believes about control over life events; LoC refers to whether individuals relate their success or failure to their own behavior. Rotter proposed a continuum for LoC with Externalisers and internalisers at the two opposing extremes. 'Internalisers' feel personally responsible for everything that happens to them in their lives whereas 'Externalisers' believe that factors beyond their control determine what would happen in their lives. (Nodoushan, 2012, p. 124)
Rotter’s (1966) social learning theory locus of control construct suggested that generalizing laws of learning as illustrated above is a problematic procedure because the effect of rewards depends on how the person perceives a causal relationship between his or her behavior and the reward. If the person perceives a reward as contingent upon his or her own effort or ability (viz., internal locus of control),then the occurrence of a reward will strengthen the likelihood of that behavior recurring. If he or she sees a reward as not contingent upon ability or effort, that is, as a result of luck, chance, fate, or powers beyond personal control (viz., external locus of control), then the preceding behavior is less likely to be strengthened by the presence of a reward (Rotter, 1966). In general, Rotter suggested that individuals with an internal locus of
LoC indicates how a person believes about control over life events; LoC refers to whether individuals relate their success or failure to their own behavior. Rotter proposed a continuum for LoC with Externalisers and internalisers at the two opposing extremes. 'Internalisers' feel personally responsible for everything that happens to them in their lives whereas 'Externalisers' believe that factors beyond their control determine what would happen in their lives. (Nodoushan, 2012, p. 124)
Rotter’s (1966) social learning theory locus of control construct suggested that generalizing laws of learning as illustrated above is a problematic procedure because the effect of rewards depends on how the person perceives a causal relationship between his or her behavior and the reward. If the person perceives a reward as contingent upon his or her own effort or ability (viz., internal locus of control),then the occurrence of a reward will strengthen the likelihood of that behavior recurring. If he or she sees a reward as not contingent upon ability or effort, that is, as a result of luck, chance, fate, or powers beyond personal control (viz., external locus of control), then the preceding behavior is less likely to be strengthened by the presence of a reward (Rotter, 1966). In general, Rotter suggested that individuals with an internal locus of