Interpersonal teacher behaviour and student outcomes (original) (raw)
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The Effect of Teacher Interpersonal Behaviour on Students
Journal of Classroom Interaction, 2005
This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students' subject-related attitudes. Teaching was studied in terms of a model originating from clinical psychology that was adapted to education. Teacher interpersonal behaviour was analysed in terms of two, independent behaviour dimensions called Influence and Proximity. This study investigated the added value of ...
An interpersonal perspective on teacher behaviour in the classroom.
In this article we present research investigating teacher behaviour from an interpersonal perspective. This perspective refers to the teacher-student relationship. This relationship is important for the working climate in the classroom. Our conceptualisation of the interpersonal perspective is based on a model with two dimensions: Proximity (Cooperation-Opposition) and Influence (Dominance-Submission). The Proximity dimension designates the degree of cooperation or closeness between those who are communicating. The Influence dimension indicates who is directing or controlling the communication, and how often. Based on this model a questionnaire has been developed describing interpersonal styles of teachers. Our studies with the questionnaire have shown the existence of eight distinctive interpersonal styles. The chapter reviews the theoretical framework used to describe the interpersonal perspective on teacher behaviour and research conducted with the questionnaire, the Questionnaire on Teacher Interaction (QTI). We will describe results of research on the relationship between interpersonal styles of teachers and students' cognitive and affective outcomes, on differences in interpersonal styles between teachers, on development of the interpersonal style during the teaching career and on the significance of nonverbal teacher behaviour in everyday classrooms for (the development of) interpersonal styles.
This study investigates which student, teacher and class characteristics are associated with students' perceptions of their science teachers' interpersonal behaviour. Using the Questionnaire on Teacher Interaction (QTI), two important dimensions of teacher interpersonal behaviour were investigated: influence (dominance vs. submission) and proximity (cooperation vs. opposition). Earlier work with the QTI in the USA and The Netherlands has shown that, in those countries, several factors affect students’ perceptions of their teachers. These factors include student and teacher gender, student and teacher ethnic background, student age, teacher experience, class size, student achievement and subject. It has been found that each of these variables has a distinctive effect, but also that they interact with each other when determining students' perceptions. For the present study, an analysis was performed on a large Australian QTI data set of secondary science teachers and their students. QTI dimension scores were examined against factors such as: gender, class size and subject. To investigate separate and combined effects of variables, a hierarchical analysis of variance (distinguishing between the school, class and student level) was conducted. This paper reports for the first time on the effect sizes and variance explained by these variables with respect to the Australian context.
The Effects of Teachers' Interpersonal Behaviors On Efl Students' Achievement
Abstrak. Penelitian ini bertujuan untuk mengetahui sejauh mana sikap interpersonal guru mempengaruhi pencapain siswa dan persepsi siswa tentang sikap interpersonal guru di SMA Plus Budi Utomo (Boarding School). Penelitian ini bersifat deskriptif dengan menggunakan pendekatan kuantitatif. Populasi dari penelitian ini adalah seluruh siswa SMA Plus Budi Utomo Makassar. Ukuran sampel sebanyak 124 siswa ditentukan berdasarkan table Isaac dan Newton. Teknik pengambilan sampel adalah proportionate stratified random sampling. Data dikumpulkan dengan angket dan dokumentasi. Analisi data dilakukan dengan analsis deskriptif dengan bantuan perangkat lunak SPSS versi 20. Hasil penelitian ini menunjukkan bahwa perilaku interpersonal guru yang positif dapat memberikan efek positif pada hasil belajar siswa baik ranah kognitif maupun ranah afektif. Tiga perilaku itu adalah kepemimpinan, membantu / ramah, dan pengertian. Perilaku kepemimpinan secara dominan berkontribusi pada prestasi siswa. Dalam ranah kognitif, aktivitas dan motivasi belajar siswa tergantung pada perilaku guru di kelas, karena guru adalah stimuli yang diharapkan dapat meningkatkan aktivitas dan motivasi belajar siswa. Peningkatan hasil belajar siswa akan tercapai seiring dengan meningkatnya aktivitas dan motivasi belajar siswa. Dalam ranah afektif, sikap interpersonal guru juga dapat memiliki pengaruh positif. Persepsi siswa yang positif tentang perilaku interpersonal guru akan mengarahkan mereka untuk mencapai kinerja yang baik. Hasil belajar yang baik akan terwujud bersama kinerja yang baik. Dalam penelitian ini, sebagian besar siswa menganggap bahwa guru mereka adalah pemimpin yang baik, hampir setengah dari seluruh sampelsiswa menganggap bahwa guru mereka membantu / ramah, dan pengertian Abstract. The aim of this study was to know to what extent the teachers' interpersonal behaviors on students affected students' achievements and students' perception about teachers' interpersonal behaviors at SMA Plus Budi Utomo (Boarding School). This study was descriptive using quantitative approach. The population was all students of SMA Plus Budi Utomo Makassar. The sample size were 124 students, determined based on the Isaac and Newton tables. The sampling technique was proportionate stratified random sampling. Data were collected by means of a questionnaire and documentation. Data analysis was performed using descriptive analysis with the help of SPSS software version 20. The results of this study show that positive teachers' interpersonal behavior can have positive effect on student learning outcomes both cognitive and affective domains. The three behaviors were leadership, helpful/friendly, and understanding. The leadership behavior dominantly contributes to students' achievement. In the cognitive domain, student learning activities and motivation depends on the teachers' behavior in the classroom because the teachers are stimuli who are expected to increase student learning activities and motivation. The increasing of student learning outcomes will be achieved along with the increase in student learning activities and motivation. In the affective domain, the teacher's interpersonal attitude can also have a positive influence. Positive student perceptions of the teacher's interpersonal behavior will lead them to achieve good performance. Good learning result will come along good performance. In this study, majority students perceive that their teachers are good leaders, almost half of the whole sample perceive that their teachers are helpful/friendly, and understanding.
Effective Teaching Around the World-Theoretical, Empirical, Methodological and Practical Insights, 2023
The Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI). The data was collected from 150 student teachers from a teacher education college studying in the third and fourth semester of the two-year B.Ed./B.Ed. Special Education programme. The results show that student teachers positively perceived their classroom learning environments. They expressed a lot of student cohesive- ness, teacher support for the students, task orientation and involvement of students in the classroom activities. Students perceived an environment that promotes innovation, equity and a high level of cooperation. Results for teacher interpersonal behaviour show that student teachers perceived their teacher educators as good leaders who understand their needs. They are helpful and friendly and provided ample opportunities for students to express themselves freely. They also give responsibility to accomplish different tasks. The negative aspects of teacher interpersonal behaviour like uncertainty, admonishing and dissatisfied behaviour were given a low rating by the student teachers. They, however, felt that the teacher educators were strict in the class. Data analysis reveals that no significant associations exist between academic achievement and classroom learning environments and teacher interpersonal behaviour. Results also show that there were no significant gender differences in the learning environments. However, there were significant gender differences in the teacher interpersonal behaviour in favour of female student teachers. Also, no semester and programme based differences in the classroom learning environments and teacher interpersonal behaviour exist at the teacher education level
Imam Khomeini International University, 2019
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 similarly, the educators generally overestimated their cooperative behaviors and underestimate their oppositional ones 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.
Dimensions of Interpersonal Teachers’ Skills in School Environment
EDULEARN19 Proceedings
The educational area is one of the most complex and most responsible areas of human activity. The educational process signifies a multi-dimensional reality, which implies relationships between teachers and students, teachers and school associates, students and parents, teachers and parents, actually implies the relationships of all factors of that process. The teacher greatly influences the effectiveness of teaching, interaction, and relationship in the classroom, because of that many research focuses on teacher skills that affect the quality of interpersonal relationships. Pedagogical communication is realized through the interpersonal, intrapersonal and social relations of the factors of the educational process. The quality of the relationship in the process of education is the result of the teacher's relationship with the students on the one hand and the relation of the student towards the teacher on the other. The dimensions of the teacher's interpersonal skills, which will be further emphasized below, are supporting for students, control, empathy towards students, teacher motivation for students, and cooperation with parents. Good quality relationship with students established teachers who are realistic, who appreciate the students and who are empathetic, and who show a way how to share their feelings with the students. These feelings include warmth, care, and sympathy. Teachers who appreciate students accept them and show respect for them, taking into account the specific characteristics, aspirations, opportunities, and interests of students. The cooperation of teachers and parents is also featured. Cooperation is highly dependent on the personality of the teacher, his commitment and attitude which has towards parents and towards cooperation. Since cooperation implies a reciprocal process, it is necessary to have the same engagement and motivation of the parents themselves to cooperate with the teachers, so the cooperation can be complete. Successful educational work is only possible within a quality school environment. For this reason, one of the main goals of the educational process is to establish the optimal interpersonal relationships on which the interpersonal communication of the factors involved in the educational process is based. The aim of this paper was to determine the frequency of occurrences of some interpersonal teachers' skills which contribute to the construction and maintenance of a positive school environment and the differences in appearance with regard to gender, age and work experience in the profession of teachers. For the purpose of this study, 100 teachers from 8 elementary schools from Zadar were examined. Out of this there were 80 female and 20 male respondents. We used a questionnaire containing 75 statements that examined five dimensions of teacher interpersonal skills using Likert scale. The data analysis first shows the frequency response of the examined skill. Then there was a comparison of the gender, age and work experience of the teacher. Research has shown that teachers mostly use medium and high support, control and empathy with the students, motivating students and cooperation with parents. The results also showed that male respondents used more control over the classes than female respondents, while they cooperate more closely with parents than male respondents.
Student Perception of Teachers‟ Interpersonal Skills
2015
Teachers are harbingers of change. A teaching community reflects the direction of progress in a given society. Teachers must adopt the present teaching methods and techniques in order to keep in sync with the developing times. However time and again it has been researched and proved, that long after the teaching is over the student remembers „how the teacher made him feel rather than what he taught‟. In other words student teacher interaction is supportive of changing student attitude towards what the teacher teaches. Thus understanding teacher behavior which entails teacher interpersonal skills is of paramount importance.
Learning Environments Research, 2009
The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students' academic achievement in language and mathematics. The study also investigated the effects of students' demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.
The effect of teacher interpersonal behaviour on students’subject-specific motivation.
This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from clinical psychology that was adapted to education. Teacher interpersonal behaviour was analysed in terms of two, independent behaviour dimensions called Influence and Proximity. This study investigated the added value of students’ perceptions of teacher interpersonal behaviour (after correction for covariates such as gender, report card grade, class size, etc.) on students’ subject-specific motivation. Data of 52 third-year EFL-classes (English as a Foreign Language; 1041 students), taught by 32 secondary teachers, were included in the analyses. The study used multilevel analysis of variance to investigate the effect of teaching on motivation and included several covariates as well. For all of the discerned subject-related attitude variables – pleasure, relevance, confidence and effort – a positive and strong effect was found for teacher Proximity. In addition, for three of the outcome variables – pleasure, relevance and effort – Influence also had a positive effect. Overall, however, proximity seemed to be of greater importance than teacher influence. The results demonstrate the significant role of teacher interpersonal behaviour in student motivation and the importance of combining insights from various educational research disciplines.