Abstract
Mobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The Questionnaire on Teacher Interaction was then administered to assess how UK students evaluated their teacher interpersonally in that lesson. Teachers conveyed greater dominance (or interpersonal agency) through increasing eye contact while asking questions (‘attentional gaze’). Teachers conveyed more interpersonal friendliness (or communion) through increasing eye contact while lecturing (‘communicative gaze’). Culture did not affect the way gaze was associated with students’ interpersonal perceptions.
Highlights
Hypothesis 1 specified that more attentional gaze should link with more agentic teacher interpersonal behaviour, whereas communicative gaze should predict more communing teacher interpersonal behaviour
As expected, increasing attentional gaze was found to predict anticlockwise-leaning teacher interpersonal behaviour at stage one, b = .14, s.e. = .05, t = 2.87, p = .002, whereas it was increasing communicative gaze related to clockwise-leaning teacher interpersonal behaviour, b = − .08, s.e. = .05, t = 1.49, p = .07 (Figure 3, in Supplementary Figures)
The present research began investigating the relationship between teacher gaze and teacher interpersonal behaviour
Summary
Momentto-moment behaviours create an ever-evolving picture of who the teacher is so that the classroom environment in which students learn is continually morphing (Pennings and Mainhard 2016). To empirically explore this process, intensively changing teacher behaviours should be captured and summarised. We relate gaze to students’ perceptions of teachers’ interpersonal behaviour—the socioemotional atmosphere that teachers, by every level of their behaviour, generate. We explored whether the impact of teachers’ behaviour on student experiences differs across cultures, probing the cultural generalisability of our findings
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