AN ANALYSIS OF TEACHER COMMUNICATION BEHAVIORS THAT FACILITATE THE TEACHER-STUDENT RELATIONSHIP IN MIDDLE SCHOOL

Kelli Smith

doi:10.46827/ejes.v8i7.3797

Abstract

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships. Thirty-seven teachers and 218 sixth, seventh, and eighth grade students participated in this explanatory sequential mixed methods study. The Questionnaire on Teacher Interaction (QTI) survey was employed to measure ideal teacher communication behaviors and actual teacher communication behaviors in the middle school classroom. Implications for middle school education are discussed, including recommendations for future study with communication behaviors and teacher-student relationships. Article visualizations:<img src="/-counters-/edu_01/0821/a.php" alt="Hit counter" />

Highlights

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships
The quantitative study was designed to address the following research questions: 1) What relationship exists between student and teacher perceptions of communication behaviors that affect the teacher-student relationship? 2) Is there a difference between ideal teacher communication behaviors and teacher self- perceptions of communication behaviors in the classroom? 3) Is there a difference between teacher self-perceptions of communication behaviors and student perceptions of teacher communication behaviors in the classroom? 4) Is there a difference between ideal teacher communication behaviors and student perceptions of ideal teacher communication behaviors in the classroom? In order to answer these questions, it was necessary to measure student perceptions of communication behaviors and teacher perceptions of communication behaviors found in the middle school setting
The Questionnaire on Teacher Interaction (QTI) survey was utilized to measure four different viewpoints of communication behaviors seen in the classroom

Summary

Introduction

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships. 9) can produce a large amount of stress for incoming middle school students This leads to a further problem when teachers do not identify with students’ concerns, in turn causing much fear and trepidation. A healthy teacher-student relationship can provide students with a feeling of security allowing them to better express themselves, explore possibilities, and become autonomous learners (Hamre & Pianta, 2006) These bonds, sometimes difficult to develop, can enhance students’ academic and developmental growth (Hamre & Pianta, 2006) and foster a feeling of connectedness between students and the middle school setting (Sakiz, Pape, & Hoy, 2012). These modifications might seem minimal to most, but for students it demonstrates a sense of belonging in a nurturing classroom environment

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