Students' perceptions of primary teachers' interpersonal behaviour and of cultural dimensions in the classroom environment

Article

Fisher, Darrell L., Waldrip, Bruce and den Brok, Perry. 2005. "Students' perceptions of primary teachers' interpersonal behaviour and of cultural dimensions in the classroom environment." International Journal of Educational Research. 43 (1-2), pp. 25-38. https://doi.org/10.1016/j.ijer.2006.03.004
Article Title

Students' perceptions of primary teachers' interpersonal behaviour and of cultural dimensions in the classroom environment

ERA Journal ID20012
Article CategoryArticle
AuthorsFisher, Darrell L. (Author), Waldrip, Bruce (Author) and den Brok, Perry (Author)
Journal TitleInternational Journal of Educational Research
Journal Citation43 (1-2), pp. 25-38
Year2005
Place of PublicationOxford, United Kingdom
ISSN0883-0355
1873-538X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2006.03.004
Web Address (URL)https://www.sciencedirect.com/science/article/abs/pii/S0883035506000139
Abstract

Within the domain of learning environments research many studies have investigated students' perceptions of their teachers’ interpersonal behavior. The present study adds to this line of research by (a) focusing on primary education, rather than secondary education, (b) establishing associations between perceptions of teacher interpersonal behavior and perceptions of cultural elements of the learning environment rather than uniquely focusing on interpersonal behavior, (c) linking perceptions of teacher interpersonal behavior to affective student outcomes taking into account perceptions of cultural elements of the learning environment.

Results of correlation analyses and multilevel analyses of variance, conducted on perception and outcome data of a sample of 2178 Australian years 5, 6 and 7 students in 103 primary classrooms are presented. Students' perceptions of their learning environment were mapped with the Questionnaire on Teacher Interaction (QTI) and a primary version of the Cultural Learning Environment Questionnaire (CLEQ).

Results indicate that, after correction for covariates, teacher proximity (QTI) and congruence (CLEQ) are significantly associated with students’ enjoyment in science. Also, strong associations were found between teacher proximity and all of the CLEQ scales.

Keywordsteacher–student relationship; motivation; culture
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
Byline AffiliationsCurtin University of Technology
Faculty of Education
Utrecht University, Netherlands
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