Science teachers’ interpersonal behaviour in Turkey and the Netherlands: a comparison for the subjects of biology, chemistry and physics

The purpose of this study was to examine differences in perceptions of science teachers’ interpersonal behaviour between Dutch and Turkish students. Data were gathered using the Questionnaire on Teacher Interaction (QTI) which maps perceptions of teachers’ Influence (dominance-submission) and Proximity (cooperation-opposition). A total of 5,396 students of 200 classes, taught by 131 teachers participated in the Dutch sample. As to the Turkish sample, 7,484 students in 278 classes, taught by 133 teachers participated. Differences between Turkish and Dutch students’ perception of their science teachers’ interpersonal behaviour were identified: Dutch teachers were perceived lower in Influence and proximity compared to their Turkish colleagues across all three subjects. Within subjects differences were also noted, Turkish teachers were perceived higher in all subjects on Influence, but differences in Proximity were minimal.