It is often assumed that the teacher-class relationship becomes stable within the course of several weeks. However, no empirical evidence for this assumption has been offered yet. The present longitudinal study examined the development of interpersonal perceptions in 12 unacquainted teacher-class combinations during a period of approximately three month. Criterion variables where 1) class means of the interpersonal dimensions Influence and Proximity, 2) within and between class variance of Influence and Proximity, and 3) interpersonal profiles. The conclusion whether class perceptions stabilized within the research period depends on the criterion variable. Within and between class variance showed the least stable pattern through time, consensus within classes on interpersonal teacher behaviour decreased slightly during the research period. Overall, Proximity seems to be more subjected to development and change than influence.
|Title of host publication||Samen kennis ontwikkelen : Proceedings Onderwijs Research Dagen 2006, 10-12 May 2006, Amsterdam, the Netherlands|
|Editors||J. Beishuizen, P. Bos, van den, Y. Leeman, M. Lunenberg, B. Oers, van, W. Os, van, C. Peters, J. Schee, van der, K. Veer, van der, A. Verkleij, M. Volman, W. Wardekker|
|Place of Publication||Amsterdam|
|Publication status||Published - 2006|