Assessing Teacher Educators’ Interpersonal Behaviour in a Teacher Education Classroom Setting in India. (original) (raw)
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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.
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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 ...
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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.
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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.
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Due to increased external, societal pressure on schools via developments such as accountability and accreditation, there is a growing need of schools for instruments that provide them with information on the quality of the teaching and learning processes they organize. This paper presents an instrument that can be used to diagnose teachers’ interpersonal skills, one element of teaching quality that may be of interest to schools. The instrument is based on the theory of interpersonal communication of Timothy Leary. Apart from a discussion of the theoretical framework behind the instrument, the paper presents information on the instrument itself and procedures for using the instrument with teachers and students. Also, information is provided on possibilities of using the instrument for staff development and other purposes of schools. The instrument appears to be of high quality and is accompanied by a large database of information linking it to other factors in the classroom context.
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