Predicting Australian students' perceptions of their teachers' interpersonal behaviour

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

    Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer 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.
    Originele taal-2Engels
    TitelEnhancing the visibility and credibility of educational research(AERA) 12-16 April 2004, San Diego
    RedacteurenR. Putnam, H. Borko
    Plaats van productieWashington
    UitgeverijAmerican Educational Research Association (AERA)
    StatusGepubliceerd - 2004


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