A culturally-adaptive Iranian version of the Questionnaire on Teacher Interaction to investigate English teachers’ interpersonal behaviour

2017 ◽  
Vol 20 (2) ◽  
pp. 199-219 ◽  
Author(s):  
Mohammad Ahmadi Safa ◽  
Mehdi Doosti
Keyword(s):  
English Teachers ◽  
Teacher Interaction ◽  
Questionnaire On Teacher Interaction ◽  
Interpersonal Behaviour ◽  
Iranian Version

scholarly journals Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour

2020 ◽  
Vol 23 (2) ◽  
pp. 411-431
Author(s):  
Nora A. McIntyre ◽  
Kees Tim Mulder ◽  
M. Tim Mainhard
Keyword(s):  
Eye Tracking ◽  
Eye Contact ◽  
Teacher Interaction ◽  
Questionnaire On Teacher Interaction ◽  
Interpersonal Behaviour ◽  
Student Rated ◽  
Naturally Occurring ◽  
Teacher Interpersonal Behaviour ◽  
Asking Questions ◽  
Mobile Eye Tracking

AbstractMobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The Questionnaire on Teacher Interaction was then administered to assess how UK students evaluated their teacher interpersonally in that lesson. Teachers conveyed greater dominance (or interpersonal agency) through increasing eye contact while asking questions (‘attentional gaze’). Teachers conveyed more interpersonal friendliness (or communion) through increasing eye contact while lecturing (‘communicative gaze’). Culture did not affect the way gaze was associated with students’ interpersonal perceptions.

Psychometric Evaluation of the Chinese Version of the Questionnaire on Teacher Interaction (C—QTI) in Hong Kong

2014 ◽  
Vol 114 (3) ◽  
pp. 823-842 ◽  
Author(s):  
Atara Sivan ◽  
Dennis W. K. Chan ◽  
Yee Wan Kwan
Keyword(s):  
Hong Kong ◽  
Factor Structure ◽  
Psychometric Evaluation ◽  
Internal Consistency Reliability ◽  
Chinese Version ◽  
Circumplex Model ◽  
Teacher Interaction ◽  
School Students ◽  
Questionnaire On Teacher Interaction ◽  
Two Samples

This study validated the Chinese version of the Questionnaire on Teacher Interaction (C–QTI) with two samples ( ns = 370 and 369) of primary school students in Hong Kong. The 48-item measure had acceptable internal consistency reliability, but the reliability coefficients of four of the scales were too low. The findings supported the validity of the circumplex model underlying the instrument and verified the ability of the measure to differentiate between students' perceptions in different classes. With the refinement of the measure based on reliability analysis and Principal Components Analysis, Confirmatory Factor Analysis was conducted on the 35-item instrument to test its hypothesized factor structure. Findings on model fit indices were mixed, lending some support to the eight-factor structure of the questionnaire.

Questionnaire on Teacher Interaction-Self-Efficacy

2017 ◽  
Author(s):  
Ietje Veldman ◽  
Wilfried Admiraal ◽  
Tim Mainhard ◽  
Theo Wubbels ◽  
Jan van Tartwijk
Keyword(s):  
Self Efficacy ◽  
Teacher Interaction ◽  
Questionnaire On Teacher Interaction

Validation of an Elementary School Version of the Questionnaire on Teacher Interaction

1996 ◽  
Vol 79 (2) ◽  
pp. 515-522 ◽  
Author(s):  
Swee Chiew Goh ◽  
Barry J. Fraser
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Internal Consistency Reliability ◽  
Interpersonal Behavior ◽  
Fifth Grade ◽  
Levels Of Analysis ◽  
Teacher Interaction ◽  
Questionnaire On Teacher Interaction ◽  
Student Responsibility ◽  
Teachers And Students

This article is a report of the adaptation of the high school version of the Questionnaire on Teacher Interaction for use in elementary schools. Based on an eight-sector circumplex defined by the two axes of Dominance-Submission and Cooperation-Opposition, the questionnaire assesses interpersonal behavior of teachers and students for the eight dimensions of Leadership, Helping-Friendly, Understanding, Student Responsibility-Freedom, Uncertain, Dissatisfied, Admonishing, and Strict behavior. When the revised questionnaire was administered to 1,512 students in 39 fifth-grade classes of 13 randomly selected elementary schools in Singapore, each scale exhibited satisfactory internal consistency reliability and predictive validity for two levels of analysis (the student and the class mean) and differentiated between classes. Girls consistently rated the teachers' interpersonal behavior more favorably than did boys.

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