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.