Predicting Australian students' perceptions of their teachers' interpersonal behaviour

P.J. Brok, den, D. Fisher, T. Rickards

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review


    This study investigates which student, teacher and class characteristics are associated with students' perceptions of their 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 United States and the Netherlands has shown that, in those countries, several factors affect student's 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, a meta-analysis was performed on a large Australian secondary student and teacher QTI data set. . 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 with ML3E software. This presentation reports for the first time in Australia on the effect sizes and variance explained by these variables.
    Original languageEnglish
    Title of host publicationEnhancing the visibility and credibility of educational research(AERA) 12-16 April 2004, San Diego
    EditorsR. Putnam, H. Borko
    Place of PublicationWashington
    PublisherAmerican Educational Research Association (AERA)
    Publication statusPublished - 2004


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