Cultural influences on students’ perceptions of videotaped lessons

Brok, PJ Perry den; Levy, Jack; Wubbels, Theo; Rodríguez, Melanie M. Domenech

doi:10.1016/s0147-1767(03)00016-6

Cited by 43 publications

(35 citation statements)

References 26 publications

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“…The mean of the internal consistencies was .92 (Cronbach's a; students' scores in one class were considered as repeated measures). Factor analyses on class means and LISREL analyses (Den Brok, 2001; Den Brok, Levy, Wubbels, & Rodriguez, 2003;Wubbels & Levy, 1991) determined that the two-factor structure did indeed support the eight scales. Brekelmans et al (1990) demonstrated that both factors explain 80% of the variance on all the scales of the Dutch QTI.…”

Section: Interpersonal Teacher Behaviour Data About the Perceptions Omentioning

confidence: 99%

Interpersonal Teacher Behaviour and Student Outcomes

Brok

Brekelmans²,

Wubbels³

2004

School Effectiveness and School Improvement

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281

119

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In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFl.) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.

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Section: Interpersonal Teacher Behaviour Data About the Perceptions Omentioning

confidence: 99%

Interpersonal Teacher Behaviour and Student Outcomes

Brok

Brekelmans²,

Wubbels³

2004

School Effectiveness and School Improvement

Self Cite

281

119

View full text Add to dashboard Cite

show abstract

“…With respect to validity, for example, factor analyses on class means and LISREL analyses (den Brok, 2001;den Brok, Levy, Wubbels, & Rodriguez, 2003;Wubbels & Levy, 1991) determined that the two-factor structure did indeed support the eight scales. For both students' ratings and teacher self-and ideal perceptions, scales appear to be ordered in a circumplex structure, meaning that two, independent factors are found, with a circular ordering of the scales (Wiggins, Philips, & Trapnell, 1989).…”

mentioning

confidence: 99%

Two decades of research on teacher–student relationships in class

Wubbels

Brekelmans

2005

International Journal of Educational Research

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384

217

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This paper reports on results of research from a 25-year program of studies investigating teacher-student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher-student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students' and teachers' perceptions of the teacher-student relationship. The authors review studies showing that teacher-student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness. r

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“…The QTI has been shown to be a valid and reliable instrument (Den Brok, Rodriguez, 2003 andWubbels et al, 1993). Moreover, it has been proved to be useful for mapping teachers' interpersonal behaviors that are transferable to different cultural conditions (Wubbels et al, 1993 andMulana et al, 2011).…”

Section: Questionnaire On Teacher Interaction (Qti)mentioning

confidence: 99%

The association between EFL teachers’ interpersonal behavior and students’ achievement in English language: selected secondary schools in focus

Gedamu¹,

Shure²

2016

Sci. Technol. Arts Res. J.

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This study attempted to map EFL teachers' interpersonal behavior as perceived by students, its relationship with the students' English language achievement, and to examine if it could predict students' English language achievement. The samples of the study selected 353 grade 9 students from Arba Minch and Chamo Preparatory and Secondary schools in Ethiopia. Data were collected through interpersonal behavior questionnaire and English language achievement test. In order to map teache interpersonal behavior, mean and standard deviations of the QTI dimensions were used while multiple regression was used to examine the correlations between teachers' interpersonal behavior and English language achievement test scores. Furthermore, mult regression was used in order to examine the degree to which EFL teachers' interpersonal behaviors predicted their students' English language achievement score. The findings indicated that understanding was perceived as interpersonal behavior which occ often in English language classes followed by leadership, strict and student responsibility/freedom behaviors respectively. Divergently, uncertain behavior was found to be least perceived behavior. With respect to the major dimensions of interpe the result showed that teachers in the sample areas are less dominant but more cooperative over the communication process with their students. Concerning associations, this study found positive and significant correlations between students and their teachers' leadership and understanding behaviors. Regarding the dimensions, both proximity and influence were correlated positively and significantly with students' English language achievement. It was also found th together explained 6.3% of the variances in the students' English language achievement scores. Pertaining to the relative contribution of each independent variable, understanding, followed by leadership interpersonal behavior was found to be the most powerful and significant variable on the students' English language achievement while dimension wise, only influence was determining students' English language achievement significantly.

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Cultural influences on students’ perceptions of videotaped lessons

Cited by 43 publications

References 26 publications

Interpersonal Teacher Behaviour and Student Outcomes

Interpersonal Teacher Behaviour and Student Outcomes

Two decades of research on teacher–student relationships in class

The association between EFL teachers’ interpersonal behavior and students’ achievement in English language: selected secondary schools in focus

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