Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Karamane, Effimia; Vatou, Anastasia; Tsigilis, Nikolaos; Gregoriadis, Athanasios

doi:10.1007/s10984-023-09459-9

Cited by 5 publications

(7 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research results indicated that there is a significant difference between teachers' self–perceptions and students' perceptions of teacher interpersonal behavior. The differences among teachers' and students' perceptions can partially be explained by teachers' years of teaching experience and the degree level, as well as the class educational level (Karamane et al, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions

Wang,

Jiang,

Yao

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThis study investigated the influence of teacher–student relationship on Chinese high students' academic motivation for the ideological and political subject and the parallel mediating roles of positive and negative academic emotions on this influence.MethodThe participants of this study were 425 Chinese high school students. This study measured teacher–student relationship, academic motivation, and academic emotions through several self-reported questionnaires. Structural equation models were used to analyze data and investigate the direct and indirect influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject.ResultsTeacher–student relationship had a significant, positive, and direct impact on Chinese high school students' academic motivation for the ideological and political subject. Moreover, positive and negative academic emotions, in parallel, mediated the relationship between these two factors.DiscussionThis study demonstrates the important influence of teacher–student relationships on Chinese high school students' academic motivation for the ideological and political subject. A positive teacher–student relationship can directly increase students' academic motivation for this subject and indirectly enhance their motivation by generating positive academic emotions. Therefore, teachers should express care for their students, make friends with them, and be their partners in learning and life. Additionally, teachers need to pay close attention to students' academic emotions and provide them emotional support so that they can develop positive academic emotions while learning, and strive to establish and maintain a good teacher–student relationship.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions

Wang,

Jiang,

Yao

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Through teachers' perception, they can see their thoughts and feelings, especially when defining their actions (Donker et al, 2021). Teachers' perspectives are ineffective if they are the only source of information in examining classroom processes (Karamane et al, 2023). This is because it is possible that teachers are not aware of what they have done (Scherzinger & Wettstein, 2019).…”

Section: Introduce the Problemmentioning

confidence: 99%

Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective

Putranto,

Marsigit,

Arliani

2024

JCT

View full text Add to dashboard Cite

Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.

show abstract

“…Therefore, in vocational schools, learning environments strongly differ from other schools not only because of the higher proportion of male teachers, but also because of the high proportion of ethnic minority students. Teachers often adjust their behavior according to the learning group (Levy et al, 1997), but might not be aware of their behavior (Scherzinger & Wettstein, 2019), and sometimes they perceive their behaviors in a biased way (Karamane et al, 2023). This often is true for ethnic minority students' perceptions of teacher behavior (den Brok et al, 2003;Levy et al, 1997).…”

Section: Introductionmentioning

confidence: 99%

Role of gender match between students and teachers and students’ ethnicity in teacher–student relationships

Glock,

Shevchuk,

Fuhrmann

et al. 2024

Learning Environ Res

View full text Add to dashboard Cite

In the educational context, male and ethnic minority students are at a higher risk of school failure than female and ethnic majority students. The mainly female and ethnic majority teaching workforce has been discussed as reasons for the lower success of these different student groups. The classroom climate and how teachers create the learning environment through their interactional behavior can also have an impact on students’ motivation and achievement. In this study, we investigated the combined effects of students’ ethnicity and a gender match between students and teachers on students’ perceptions of teacher interpersonal behavior assessed with the Questionnaire on Teacher Interaction (QTI). For a sample of 3125 vocational students, we found relatively positive teacher–student relationships. Hierarchical linear modeling showed that ethnic minority students reported worse teacher–student relationships with male teachers and that female teachers were perceived as having more positive teacher–student relationships. Older students perceived more dominance and less oppositional behavior regardless of their ethnicity and gender. No evidence for positive effects of a gender match was found.

show abstract

Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Cited by 5 publications

References 41 publications

The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions

The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions

Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective

Role of gender match between students and teachers and students’ ethnicity in teacher–student relationships

Contact Info

Product

Resources

About