Teacher Interpersonal Behaviour Research Articles

Teacher Interaction from the Perspective of University Students

From our previous research conducted among teacher candidates, we could conclude that attitude plays a prominent role in the student's relationship with the subject, to which the teacher's interpersonal behaviour contributes greatly. For this reason, our goal is to examine the characteristics of the teacher's interpersonal behaviour from the teacher's and student's perspectives. Our research aimed to determine the teacher's interaction style from the students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The research aimed to assess how students see the teacher's classroom activities. In our research, we used the QTI questionnaire revised by Wubbels among university students majoring in English. The questionnaire contained 48 items. With the help of our survey, we want to examine what the teacher's interaction activity is like according to themself, according to the students, and whether there is a difference between the teacher's point of view and that of the students. 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.

Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate

Discussing controversial issues is an important means to support secondary school students' democratic citizenship. Using questionnaires, we investigated how students' (N = 284) willingness to participate in such discussions is associated with their safety perceptions (identity threat, classroom opinion climate, teacher interpersonal behavior) and personality traits (extraversion). We used the controversial Dutch tradition of Black Pete as a case. Exploratory network analysis showed that students’ willingness to participate increased when they experienced identity threat. Our findings suggest that teachers can encourage student participation in discussions about controversial issues by creating a safe classroom environment.

The structure of interpersonal teacher behaviour in Hong Kong secondary schools

The structure of interpersonal teacher behaviour in Hong Kong secondary schools

Fostering Students' Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships.

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.

Relationship between Character Strengths and Teachers' Self-Efficacy Beliefs for Students' Moral Education: The Mediating Role of Interpersonal Teacher Behavior

Relationship between Character Strengths and Teachers' Self-Efficacy Beliefs for Students' Moral Education: The Mediating Role of Interpersonal Teacher Behavior

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students’ intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed.

THE INFLUENCE OF TEACHER AND STUDENT CHARACTERISTICS ON STUDENT PERCEPTIONS OF TURKISH EFL TEACHERS’ INTERPERSONAL BEHAVIOR

Research shows that different student and teacher characteristics affect students’ perceptions of teachers’ interpersonal behavior to varying degrees. Studies on interpersonal teacher behavior mostly refer to such student and teacher characteristics as gender, work experience, age, socioeconomic and cultural backgrounds, as well as school affiliations and academic achievements. This study investigates several teacher and student characteristics in terms of their influence on students’ perceptions of interpersonal behavior of Turkish teachers of English as a foreign language. The variables investigated are teacher experience, teacher gender, teacher age, student gender and birthplace, and student educational background and academic achievement. In addition to insights drawn from the mean scores of student perceptions, the study found significant correlations for such characteristics as teacher experience and student gender. 
 
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How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective

AbstractA central question in educational research is how classroom climate variables, such as teaching quality, goal structures, or interpersonal teacher behavior, are related to critical student outcomes, such as students’ achievement and motivation. Student ratings are frequently used to measure classroom climate. When using student ratings to assess classroom climate, researchers first ask students to rate classroom climate characteristics and then aggregate the ratings on the class level. Multilevel latent variable modeling is then used to determine whether class-mean ratings of classroom climate are predictive of student outcomes and to correct for unreliability so that the relations can be estimated without bias. In this article, we adopt an optimal design perspective on this specific strategy. Specifically, after briefly recapping a prominent model in climate research, we show and explain (a) how statistical power can be maximized by choosing optimal numbers of classes and students per class given a fixed budget for conducting a study and (b) how the budget required to achieve a prespecified level of power can be minimized. Moreover, we present an example from research on teaching quality to illustrate the procedures and to provide guidance to researchers who are interested in studying the role of classroom climate. Also, we present a Shiny App that can be used to help find optimal designs for classroom climate studies. The app can be accessed at https://psychtools.shinyapps.io/optimalDesignsClassroomClimate

A qualitative study of secondary-school students’ perceptions of interpersonal teacher behaviour in Hong Kong

A qualitative study of secondary-school students’ perceptions of interpersonal teacher behaviour in Hong Kong

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.

What's in a diagnosis: The effect of externalizing and internalizing students' behaviour on pre-service teachers' classroom management and interaction strategies.

All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. Together, these findings highlight the importance of providing pre-service teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms.

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.

Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions

Teachers’ interpersonal behavior in class is important for teacher and student emotions. Often the same rater (either teacher or students) is used to assess both perceptions of teacher behavior and emotions, which makes it vulnerable to common-method bias. Including other perspectives on teacher behavior has been proposed as a solution, but it is unclear to what extent different perspectives are correlated and how to separate their shared and unique variance in explaining emotions. Behavior of 80 teachers was rated from three perspectives (observers, students, and teachers) in terms of Agency (i.e., social influence) and Communion (i.e., friendliness). The three perspectives overlapped more strongly for teacher agency than for communion. Especially for students, teacher communion was a stronger predictor of emotions than agency. Our innovative statistical approach showed that the strong association between ratings of teacher behavior and emotions of the same rater are unlikely to result from common-method bias only.

A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: Validation of the Urdu Translation of Secondary School Students’ Perspectives

The interpersonal teacher behavior’ model has been used in various countries. The validity of this instrument has been shown in different languages except in Pakistan. Therefore, this study aimed to validate students’ perceptions of teachers’ classroom interaction (QTI) in the Urdu version. To attain the purpose of the current investigation the secondary school students in Pakistan were taken as a sample, out of which 52% were boys and 48% girls. The Urdu translation of the QTI was used to accumulate the data. The Confirmatory factor analysis has been run to calculate the accuracy of the QTI structural model. Results confirm the fitness of the QTI structural model and support that Urdu translation of the QTI also applies to Pakistani secondary school students.

Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour

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.

A dynamic systems analysis of classrooms: teacher experience and student motivation

In this study, classrooms were regarded as systems in which the teacher and students interact in context and behaviors of the teacher and students affect each other mutually in a cyclical or spiral manner. We attempted to capture nuances of interactional pattern that are not readily visible through the product-oriented approaches. To analyse classroom interaction dynamically and in real time, the State Space Grid technique was applied. Two pairs of teachers were especially focused on. One pair involved most versus least experienced teachers and the other was teachers whose students have highest versus lowest mean scores in motivation. The content and structure of teachers’ interpersonal behaviours in the class were analysed in terms of Communion and Agency based on the Model on Interpersonal Teacher Behaviour. It was found that, for students’ motivation, the effects of Communion were somewhat stronger, although Agency had its own role as the identified attractors imply. Additionally, classes of less and more experienced teachers differed primarily with respect to their structure and predictability (i.e. behaviours of the less experienced teacher had higher dispersion and entropy and behaviours of more experienced teacher were more predictable and consistent even to the extent that they sometimes seemed monotonous, especially when they were compared with the behaviours of the teacher of the most motivated class. This study has implications for enhancing the communicative ground of the class and teachers’ and students’ wellbeing and motivation.

Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms: Examining the applicability of western findings

Aim: what teacher behaviors constitute positive relationships in East Asia/China? Chinese teachers' interpersonal behavior was rather dominant, friendly and stable. Previous Western findings are not directly generalizable to East Asian contexts.

Using 360‐degree videos in teacher education to improve preservice teachers' professional interpersonal vision

AbstractNoticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed‐method study about a classroom simulation using 360‐degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360‐degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory‐based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360‐degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events.

Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of View

<p style="text-align:justify">Building a teacher-student relationship is important for creating trust, mutual understanding and respect. The interaction of teacher and students can be found using the 48-item Questionnaire on Teacher Interaction. The result is the Model for Interpersonal Teacher Behavior, consisting of four dimensions, which are further divided into eight sectors to evaluate the teacher. The main goal of our study was to show how the teacher and students perceive the environment of the class, whether their views match, and whether it is a statistical significant dependence among different sectors of the model teacher-students interaction. The sample size consisted of 63 Slovak students of 12th grade and their teacher of biology. Our results have shown that the teacher has evaluated herself similarly to the students, but without a statistical significant difference. In monitoring of the relationship of scales in the whole group of respondents, in the group of male and female respondents we showed statistically significant differences between the sectors. Using of Questionnaire on Teacher Interaction can help mutual knowing of students and teachers and the creation of positive relationships.</p>

The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction 

The literature and research results suggest that teachers' behavior in the classroom is under the strong influence of teachers' beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher's professional roles and teacher's beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protective - traditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.