Abstract
The purpose of the study was to compare the three versions of Questionnaire on Teacher Interaction (QTI) developed for the Turkish context. A total number of 1751 students from primary, secondary and higher education participated in the study. The sample consisted
of 905 female (51.68.4%), 809 (46.2%) male students and 37 students made no indication of gender (1.9 %). All students responded to the adapted and translated versions of the Questionnaire on Teacher Interaction (QTI). In general means score for
Leadership (DC), Helpful/Friendly (CD) and Understanding (CS) scales were highest in all versions; especially teachers in primary education had high scores on these three scales. Moreover, the results showed that the Student Freedom scale had low reliability (alpha coefficient) for all three versions
of 905 female (51.68.4%), 809 (46.2%) male students and 37 students made no indication of gender (1.9 %). All students responded to the adapted and translated versions of the Questionnaire on Teacher Interaction (QTI). In general means score for
Leadership (DC), Helpful/Friendly (CD) and Understanding (CS) scales were highest in all versions; especially teachers in primary education had high scores on these three scales. Moreover, the results showed that the Student Freedom scale had low reliability (alpha coefficient) for all three versions
| Original language | English |
|---|---|
| Title of host publication | Interpersonal Relationships in Education |
| Subtitle of host publication | An Overview of Contemporary Research |
| Publisher | Springer |
| Chapter | 12 |
| ISBN (Electronic) | 978-94-6091-939-8 |
| ISBN (Print) | 978-94-6091-937-4 |
| DOIs | |
| Publication status | Published - 2012 |
| Externally published | Yes |