Moment-to-moment interpersonal teacher behavior in relation to teachers' physiological activation.

INTRODUCTIONInterpersonal teacher behavior is at the heart of teaching, and relates toboth teacher well-being and student adjustment (Den Brok, Brekelmans,& Wubbels, 2004; Spilt, Koomen, & Thijs, 2011). Teacher emotionsmay function as a link between interpersonal teacher behavior andteacher and student outcomes. However, investigating this link requiresmeasurement at a moment-to-moment time scale, as both teacherinterpersonal behavior and teacher emotions differ not only betweenteachers, but also within teachers on different moments (Becker,Keller, Goetz, Frenzel, & Taxer, 2015). As such, an alternative to selfreportsof emotions is required. Therefore, the present study examineshow interpersonal teacher behavior relates to teachers’ physiologicalactivation (i.e., heart rate and skin conductance), both coded at themoment-to-moment level.MATERIAL & METHODSTwenty teachers (grade 4-6) will be videotaped during several lessons,while wearing physiological measurement equipment. Interpersonalteacher behavior is coded by an external observer.RESULTSThe resulting time-series of both interpersonal behavior and physiologicalactivation will be analyzed on trends, recurring cycles, and residualfluctuations. The results give insight in the interpersonal characteristicsof classroom processes that activate teachers physiologically, andthe extent to which physiological activation influences teachers’interpersonal behavior.CONCLUSIONThis provides valuable information for school psychologists.