Perry den Brok

1
Perceptions of teachers 25 years of research on
teacher-student interpersonal behaviour in
education

• Perry den Brok
• METU november 2006
• P.j.denbrok_at_ivlos.uu.nl

2
Utrecht University

• Middle of the country (Utrecht is 4th city of the
  Netherlands)
• 28,000 students
• 8,000 staff 640 professors
• 47 bachelor programs, 175 master programs, 18
  teacher education programs (IVLOS)
• Yearly budget 650 mln Euro (IVLOS 7 mln Euro)

3
A short questionnaire

• Imagine yourself as a teacher
• Answer each question for how you think your
  students (would) see you
• Compute 8 scores
• Draw picture

4
Some important dates

• 1957 Leary
• Interpersonal Diagnosis of Personality
• Communication in terms of 2 dimensions, e.g.
  hostility/affection and dominance/submission
• 1967 - Watzlawick, Beavin, Jackson
• Systems approach to communication
• Pragmatic effect the importance of perceptions
• Communication content relationship
• Levels act, interaction, pattern

Timothy Leary
Paul Watzlawick
5
1982-1984

• Wubbels Créton

Project design of teacher training program to
assist beginning teachers with order problems
Translation of Leary-model and Systems Approach
to education
Questionnaire on Teacher Interaction (QTI, 77
items, 8 scales)
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Model for Interpersonal Teacher Behaviour
Dominance
Inf luence
Proximity
Cooperation
Opposition
/
/
Submission
7
The QTI around the world
1984 Netherlands (77 items, original)
1991 United States (64 items)
1993 Australia (48 items), Israel (Hebrew)
1994 Slovenia, Finland
1996 United Kingdom, Singapore
1997 Malaysia
1998 Japan
1999 India, Taiwan
2000 South Korea, Denmark
2001 Indonesia, South Africa, Thailand,
Slovakia,
2002 Fiji, Hong-Kong, China, Italy, Pakistan,
Germany
2003 Mauritius, Romania
2004 Turkey, France, Poland, Switzerland,
Norway, New Zealand, Philipines
2005 Canada, Belgium, Spain, Cyprus, Czech
Republic, Austria
2006 Greece
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The QTI around the World
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Facts figures on the QTI
Student data gt 500.000 (in Netherlands alone)
Teacher data gt 20.000 (in Netherlands alone)
Languages gt 20
Countries using it 40 (or more)
Number of published studies gt 140
Number of doctoral dissertations gt 15
Versions secondary ed, primary ed, higher ed,
vocational ed, supervisors, principals, parents
10
1991

• Brekelmans

Wubbels
Levy
Typology of teacher interpersonal styles
Interpersonal teacher behaviour and student
outcomes - more Influence/Proximity, higher
outcomes - Influence more important for
cognitive outcomes - Proximity more important
for affective outcomes
US version of QTI and demonstration of
cross-cultural validity
11
1991

• Typology

Directive
Authoritative
Tolerant
Tolerant Authoritative
Repressive
Uncertain/tolerant
Uncertain/aggressive
Drudging
12
1993
Wubbels
Fisher
Fraser
Australian version of the QTI
Van Tartwijk
The importance of nonverbal behaviour
13
1993

• Facial expression of the teacher

14
1993

• Use of voice

15
1993

• High versus Low Influence behaviours

16
1997
Brekelmans Wubbels - the teaching career
Influence
1.0
0.8
Ideal
0.6
Self
0.4
students
0.2
0.0
- 0.2
0
10
15
5
20
25
Years of experience
17
1997
Brekelmans Wubbels - the teaching career
Proximity
1.4
Ideal
1.2
1.0
0.8
Self
0.6
Students
0.4
0.2
0
5
10
25
20
15
Years of experience
18
1998 - 2000

• van Tartwijk, Brekelmans, Wubbels, Fisher
  Fraser (1998)
• More Influence and Proximity perceived in Central
  compared to non-central teaching situations
• Perceptions of Influence/Proximity in Central
  moments determine perceptions in non-central
  moments

• Brekelmans, Sleegers Fraser (2000)
• More influence/proximity is associated with more
  student responsibility over/activity in learning
• More influence/proximity is associated with more
  variety and more effectiveness in teaching methods

19
2001

• den Brok
• Teaching in terms of perspectives
• Interpersonal behaviour more important for
  affective outcomes
• Learning activities/teaching methods more
  important for cognitive outcomes
• Multilevel analysis and structural equation
  modelling (construct validity)
• Meaning of individual perceptions different from
  group perceptions
• Uncertain as weaker scale overlap between some
  sectors (helpful understanding)
• Comparison Science subjects with Language
  subjects
• Interpersonal behaviour stronger effect on
  outcomes in Science
• Lower cognitive and affective outcomes for Science

20
The QTI in Turkey

• Telli, Cakiroglu den Brok (2004-2006)
• Turkish version of the QTI
• Perceptions of Turkish science teachers
• Variables affecting students perceptions of
  their science teachers
• Association between students perceptions of
  their science teachers and their affective
  outcomes
• Comparison between Turkish and Dutch teachers