TEACHING STYLES FROM THE PERSPECTIVE OF EDUCATION DELIVERY

Abstract

Different methods that teachers use to instruct students are referred to as teaching styles. Three main styles can be distinguished based on the way that teaching is delivered: the facilitative style, the participatory style, and the explanatory style. Every one of these approaches has a unique effect on classroom management techniques as well as student participation and learning. This study's goal is to examine teaching styles in contemporary education, paying special attention to how common they are and how subject matter, professional development level, and teaching experience affect the choice and use of instructional strategies. A Google Forms questionnaire was used to gather data for the study, which involved a sample of 278 primary and secondary school teachers from Southeastern Serbia. An F-test, correlation analysis, and descriptive statistical parameters were used in the data analysis. According to the results, the most common teaching style among teachers is participatory, which supports the continuous trend away from traditional teaching strategies and toward more engaging ones. Furthermore, the study found that teachers' preferred teaching approaches are not significantly influenced by their professional development level or teaching experience. However, depending on the topic matter, there are significant differences in the ways that teaching is delivered. While art teachers exhibit more inventiveness and flexibility in their teaching, those in the humanities and language disciplines typically place more emphasis on the theoretical components of instruction. In addition to identifying the most commonly used teaching styles, the study highlights the need for improving professional development programs for teachers. The findings emphasize the importance of adapting pedagogical approaches to the individual needs of students and point to opportunities for shaping future educational policies aimed at fostering inclusive and high-quality education. Future training programs should prioritize the practical application of contemporary pedagogical methods, including innovative approaches that encourage student creativity and active participation. Furthermore, the study’s results can serve as a foundation for designing educational policies, specific programs, and best practices aimed at enhancing the quality and inclusivity of the education system.