Questionnaire On Teacher Interaction Research Articles

TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS

Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behavior that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research was to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool. The purpose of the research was to assess how students see the teacher's classroom activities and how the teachers see themselves, and also to see whether there is a difference between the teacher's point of view and that of the students'. The questionnaire contains 48 items. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.

Adaptation and evaluation of an Estonian version of the Questionnaire on Teacher Interaction (QTI)

Adaptation and evaluation of an Estonian version of the Questionnaire on Teacher Interaction (QTI)

Gender Differences in Interpersonal Behaviors of the Madaris and Public School Teachers in Pakistan

The student and teachers' interpersonal behaviours impact the success of ongoing classroom learning tasks. These interpersonal behaviours affect students’ interest in class, self-efficacy, and academic achievements. Gender factors, institutional climate and the institution's social environment echo their teachers' interpersonal behaviours in the classroom. Therefore the current study explored the gender differences in the interpersonal behaviours of the Public school and Madaris teachers in Pakistan. The teachers in Public schools and Madaris in Punjab province were the population of the study. The sample of the study was conveniently selected 555 public school teachers and 421 Madaris teachers. The data was collected by an adapted Urdu version of the Questionnaire on teacher interaction (QTI). Mean results, ANOVA test and Post Hoc test results indicated that Pakistani male teachers in public schools and Madaris have high Admonishing behaviour compared to females. It is recommended that male teachers should reduce their admonishing interpersonal behaviour and understand the importance of interpersonal behaviours in the success of educational endeavours in their institutions.

Development and Validation of the Teachers’ Role in Conducting Authentic Dialogue Questionnaire

Teacher's role perception questionnaires exist in different domains. However, none refer to their role perceptions on conducting authentic dialogue in classrooms or with the pre-schoolers. There was a need for this type of questionnaire in order to quantitatively analyze the results before and after a preschool teacher's training program on authentic dialogue. The teacher's role perception on conducting authentic dialogue in the classroom questionnaire (TRPADQ) was based on Wubbels, Creton and Hooymaayer Questionnaire on Teacher Interaction (QTI) as described in Fraser and Walberg (1991). The article details the validation process of the questionnaire. The validation had three stages: a judicial review by early childhood pedagogical advisors and lectures with an expertise in dialogue, an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA).

Associations between Teachers’ Interpersonal Behavior and Students’ Socio-Emotional Learning Skills in Social Sciences Classrooms in Turkey

Associations between students’ socio-emotional learning skills and students’ perceptions about their social sciences teachers’ interpersonal behavior were investigated in this study. A primary level version of the Questionnaire on Teacher Interaction (QTI) was adapted into Turkish in order to gather the data concerning teacher interpersonal behaviors in the Turkish elementary classrooms. This process together with the collection of data concerning students’ socio-emotional learning skills was performed in several state elementary schools with 386 students from Grade 5 and Grade 6. Descriptive statistics, Canonical Correlation Analysis and Confirmatory Factor Analysis (with Mplus) were utilized for the purposes of data analyses. The results revealed that the Turkish version of the QTI for primary schools demonstrated a reasonable fit with the data with some minor deviations. The results also indicated that students’ perceptions about their teachers’ leadership, helpful, uncertain and understanding behaviors were positively but admonishing, dissatisfied and strict behaviors were negatively related to students’ socio-emotional learning skills.

Pedagogue students’ opinions on ideal teacher interaction

Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 336 students of four teacher training institutions of the Carpathian Basin. In our survey, we searched for the answer to the question of what opinions students held about the ideal interpersonal behaviour. The reliability of the Hungarian version of the QTI query proved to be similar to that of the English version. According to the students, the main characteristics of the ideal interpersonal behaviour are decisive, directive, helpful and understanding; it is less characterised by doubt and emotionality. In terms of imposing and compliant manner, opinions are rather divided. It is preschool teachers and teachers of lower primary school classes who prefer cooperation with the children the most, while teachers of upper classes tend to emphasise the importance of directive behaviour.

Instructor strictness: instrument development and validation

ABSTRACT Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlying factor structures comprised by the patterns of strictness identified in study 1 through a series of exploratory factor analyses. Study 3 (n = 528) establishes factorial validity of each new measure through confirmatory factor analyses. Studies 2 and 3 also provide evidence for convergent and concurrent validity between the newly formed measures of evaluative, regulatory, and interactive strictness and relevant variables within the nomological network, including the Questionnaire on Teacher Interaction (QTI) strictness inventory, the QTI admonishing behavior inventory, instructor caring, and cognitive flexibility. The research provides a roadmap to investigate how instructors who enforce classroom rules or demonstrate inflexibility may influence instructional outcomes in nuanced ways. The theoretical and practical implications of the new measures for instructional communication research, as well as future directions, are discussed.

Factors Influencing Teachers' Engagement

This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teachers' engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.

Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

Examination of Student-Teacher Interpersonal Relationships Circumplex Model in the Greek Educational Context.

Student-teacher interpersonal relationships contribute significantly to the academic trajectory and achievement of children and adolescents. The Questionnaire on Teacher Interaction (QTI) is one of the most widely applied measures for assessing students' perceptions about the teachers' interpersonal behaviour. QTI comprises eight subscales that are assumed to follow a circumplex model. Prior studies on QTI's psychometric properties are inconclusive and report mixed findings. The purpose of this study was to examine the applicability of QTI in the Greek cultural context, by testing its circumplex structure and levels of reliability. QTI was administered to 1669 secondary education students, from 85 different classrooms. A cross-validation approach and a variety of statistical techniques were employed. Subscales' internal consistency and their ability to discriminate among classes were satisfactory. Exploratory statistical techniques provided initial support of the circular pattern. Application of a specifically designed package for testing the circumplex structure of an instrument, showed that a model in which the eight QTI subscales are placed on the circumference of a circle with equal distances form the centre was tenable. However, the assumption of equal distances was not confirmed. Deviation from the theoretical position of the subscales was mainly due to students' difficulty to discriminate teachers' proximity behaviour, a finding reported in various studies and across different cultural contexts. Suggestions for improving the psychometric properties of the QTI are discussed.

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

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0821/a.php" alt="Hit counter" /></p>

Predictive relationship between gender, ethnicity, science self-efficacy, teacher interpersonal behaviors, and science achievement of students in a diverse urban high school

We examined the predictive relationship between high school students’ gender, ethnicity, science self-efficacy as measured by the Science Self-Efficacy Questionnaire composite score, teacher interpersonal behaviors (TIP) as measured by the Questionnaire on Teacher Interaction (QTI) scale scores, and science grade point average in an urban Title I school in the United States using hierarchical multiple regression. The overall model was statistically significant. Individually, a statistically-significant relationship was found between students’ gender, science self-efficacy, and science GPAs, as well as a between the teacher interpersonal behavior subscales of student responsibility/freedom and uncertainty. Previous literature supports the current findings that demonstrate a predictive relationship between gender, self-efficacy, and student achievement. However, current findings deviate from previous literature that has demonstrated a predictive relationship between students’ perceptions of TIP and science achievement. The contribution of the current study to the existing research literature is discussed together with the conceptual basis that supports the predictive relationship of gender, ethnicity, science self-efficacy, the dimensions of TIP, and the subscales of TIP on students’ GPAs. In light of the findings, implications for practice and the need for further investigation are discussed.

Teacher-student interactions and academic performance of students

The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students.
 Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

In a hierarchical society such as India’s, negative teacher behaviors are often part of the routine. However, there is a gap in the literature investigating the influence of negative teacher behaviors (specifically admonishing and dissatisfied behaviors) on students’ mastery goal orientation (MGO) and self-efficacy for learning which are important for student success. Accordingly, we examined these associations in Indian middle schoolers (N = 6423) after controlling for prior year outcomes and demographics. The data were collected through paper and pencil-based surveys at the beginning and the end of the 2015−16 academic session. Teacher behavior was measured using the Questionnaire on Teacher Interaction (QTI) whereas self-efficacy and MGO were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The analysis involved structural equation modelling of admonishing and dissatisfaction behaviors and student self-efficacy and MGO where we controlled for students’ prior outcomes and demographics. The independent variables collectively explained 27.4 % and 22 % of the variation in MGO and self-efficacy. Higher levels of teachers’ dissatisfied behaviors reduced self-efficacy and MGO within one year. Teachers’ admonishing behavior was linked with lower self-efficacy. Implications for policymakers, administrators and teachers are discussed.

Student Teachers’ and Educators’ Perceptions of Educator Interpersonal Behavior at Teacher Education University in Iran

Classroom is an environment where teachers and students as inhabitants of different worlds are supposed to experience some sort of daily give-and-take. Such inherent discrepancies between these two groups of interlocutors might be among the untouched areas of research. Therefore, this study aimed to explore the cords and discords between first-year student teachers’ and their educators’ perceptions of educator interpersonal behavior. The sample of the study included 4 EFL educators and 102 student teachers majoring in TEFL at two branches of Iranian Teacher Education University. Data were collected with the Australian version of the Questionnaire on Teacher Interaction (QTI) that was validated and modified into four formats for measuring the participants’ perceptions of the actual educators and an ideal educator interpersonal behavior. The results indicated that although both groups perceived an ideal educator interpersonal behavior in the same way, the educators generally overestimated their cooperative behaviors (Leadership and Students responsibility) but underestimate their oppositional ones (Uncertain) in comparison to what their student teachers perceived. The results also indicated that male and female student teachers perceived some cooperative behaviors in the educators from the opposite gender more significantly. Based on the findings, it can be concluded that there are some perceptual mismatches between student teachers’ and educators’ perceptions of actual educator interpersonal behavior. Therefore, the findings imply that educators should take some measures to locate these perceptual mismatches and eliminate them gradually.

Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students.

BackgroundThe classroom environment plays a potentially important role in shaping the emotions and behavior of adolescents. However, few studies have focused on this factor. The aim of this study was to explore the association between the classroom environment and emotional and behavioral problems among Chinese adolescents while also considering personality-and family-related factors.MethodsThis cross-sectional study was conducted in November and December, 2009. A set of questionnaires, including the Strengths and Difficulties Questionnaire (SDQ), the Eysenck Personality Questionnaire (EPQ), the Family Environment Scale (FES), the Questionnaire on Teacher Interaction (QTI), and the Center for Epidemiological Studies- Depression Scale (CES-D), were distributed to participants. A total of 5,433 Chinese adolescent students (aged 9–18) and 244 classroom teachers in Liaoning Province were ultimately included in the study. Hierarchical linear modeling was used to explore the factors associated with emotional and behavioral problems.ResultsMultilevel analyses revealed that adolescent emotional and behavioral problems significantly varied among classrooms. Although personality and family characteristics exerted the greatest influence on adolescents’ emotions and behavior at the individual-level, interactions between classroom teachers and students increasingly affected adolescents with respect to age at the class-level. A mild positive association was found between adolescents’ mental health problems and the mental health of teachers.ConclusionThis study focused on the classroom environment in order to understand Chinese adolescent mental health problems, the findings of which highlight important implications for policymakers and educators. The results underscore the importance of establishing a comfortable classroom climate by improving teacher-student interactions and meeting specific needs at different school stages, thus promoting a climate of positive mental health among Chinese adolescents.

The Relationship between Scientific Approach and Science Teacher Interpersonal Interaction with Student Learning Outcomes in Junior High School

Student learning outcomes are influenced by many factors. Two of those factors are learning approach and teacher interpersonal interaction. This research aimed to analyze the correlation of scientific approach and teacher interpersonal interaction with science learning outcomes in cognitive, affective, and psychomotor abilities. This research was a correlational study. The subjects of this research were 96 students in eight grade and a science teacher at Nine Junior High School of Semarang. Data was collected using scientific approach questionnaire, Questionnaire on Teacher Interaction (QTI) in Australian Version, the observation sheet, and documentation sheets of learning tools and student learning outcomes. The results of correlation and regression test showed that there was a correlation between scientific approach and science teacher interpersonal interaction with science learning outcomes in cognitive as indicated by 0.713 correlation coefficient (r) and 0.509 determination coefficient (r2), psychomotor as indicated by r= 0.703 and r2= 0.495 and affective as indicated by r= 0.649 and r2= 0.412. From these results, it could be concluded that there was a strong and positive correlation between the scientific approach and science teacher interpersonal interaction with student learning outcomes in cognitive, affective, and psychomotor abilities.

The Relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes

Interpersonal teacher behaviour is behaviors that specifically relate to how teachers interact with their students on a personal. The purpose of this study was to determine the relationship between students’ perceptions of interpersonal teacher behaviour with students’ biology outcomes. The research was conducted in January-June 2015 at the 13 Jakarta Senior High School. The method used was descriptive correlational method. The data of students’ perceptions of interpersonal teacher behaviour is colected with the Questionnaire on Teacher Interaction (QTI). Sampling was done by using Simple Random Sampling. The sample consisted of 85 students. The data tested by normality test using the Kolmogorov-Smirnov test (α = 0.05) and test homogeneity using Bartlett’s test at α = 0.05. The result showed that the data was normally distributed and homogen. The regression model is Ŷ = -85.53 + 0.96X. The correlation coefficient obtained was 0.76, which means there is a positive relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes. In brief, teachers interpersonal has to be improved for getting great students learning outcome.

Questionnaire on teacher interaction (QTI) In Assessing Classroom Learning Environment : a literature review

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