This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.

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