Interpersonal behaviour and student outcomes in vocational education classes

Abstract

This study centred on students enrolled in Work Studies, a vocational education course offered to post-compulsory (Years 11–12) students in Western Australian high schools. Because of the strong emphasis on the teacher providing pastoral care in Work Studies classes, the Questionnaire on Teacher Interaction (QTI), which assesses students’ perceptions of their teacher’s interpersonal behaviour, was seen as the most appropriate learning environment instrument to use in this study. Following a description of the purpose of this research study during a professional development day, Work Studies teachers were invited to participate in the study. A total of 157 students in nine Work Studies classes completed the QTI and two attitude scales. Work Studies students in the sample had quite favourable views of their course and there were strong associations between certain aspects of teacher interpersonal behaviour and student attitudinal outcomes. Results indicated the pivotal role that teacher interpersonal behaviour can play in such a vocational education course. Gender-related differences between perceptions of students were found to be minimal, but there were differences in the perceptions of university-bound students and other students.