Students' perceptions of science teachers' interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher … (original) (raw)
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The Cross National Validity of Students' Perceptions of Science Teachers' Interpersonal Behavior
2003
This study compares science students' perception data from six countries and uses specific methods to analyze the validity and reliability of the Questionnaire on Teacher Interaction (QTI). In this way, it adds to the existing knowledge base and compensates for some of the limitations'of earlier studies. The paper begins with a discussion on the Model for Interpersonal Teacher Behavior (MITB) as a circumplex model with specific properties. Next, an overview of methods to analyze these properties is presented. Then, earlier research on the validity and reliability of the QTI is discussed in terms of these methods. Finally, outcomes of analyses regarding the validity and reliability of the QTI using data from six countries is presented. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document.
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 importance of teacher interpersonal behaviour for secondary science students in Kashmir.
This study focuses on the relationship between teacher-student interpersonal behaviour and students’ attitudes toward science. To investigate this relationship, student perception data have been gathered with 1021 secondary science students, located in 31 classes in Kashmir, India. Teacher interpersonal behaviour was conceptualised in terms of two behavioural dimensions, Influence (the degree of teacher control in communication with students) and Proximity (the degree of cooperativeness between teacher and students), and measured with the Questionnaire on Teacher Interaction (QTI). Multilevel analyses of variance were conducted on students’ attitude scores and the effect of the interpersonal variables was corrected for the effects of student, class and teacher background variables, as well as other elements in the learning environment. Results indicated that both teacher Influence and Proximity were positively associated with students’ attitudes and that their effect remained statistically significant after correction for other covariates and learning environment variables.
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.
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.
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.
Learning Environments Research
Τeachers’ interpersonal behaviour is considered important for the quality of the student–teacher relationship. The present study examined teachers’ and students’ perceptions regarding teachers’ interpersonal behaviour and the degree of their agreement at the class level. Moreover, this study investigated whether possible differences between them are associated with the teachers’ and classes’ characteristics. Participants were 1669 students and 43 secondary teachers within 85 secondary classrooms in Greece. The Greek version of the Questionnaire on Teacher Interaction was used to assess eight aspects of teachers’ interpersonal behaviour. A high degree of divergence between teachers’ self-perceptions and students’ perceptions about their teachers’ interpersonal behaviour was found. Multiple regression analyses showed that the differences among teachers’ and students’ perceptions can partially be explained by teachers’ years of teaching experience and the degree level, as well as the c...
Interpersonal teacher behaviour and student outcomes
School Effectiveness …, 2004
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFl.) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.