Abstract
The present study investigated to what extent an earlier found typology of teacher interpersonal behaviour also applied to a sample of Turkish secondary school teachers. Teacher interpersonal behaviour was measured by asking students for their perceptions of their teachers’ interpersonal behaviour using the Turkish version of the Questionnaire on Teacher Interaction (QTI). This study reports on the first attempt to create a teacher typology in Turkey with this instrument. A total of 7484 students (grades 9 to 11) from 278 science classes (55 public schools) in thirteen Turkish cities participated. Cluster analyses, using different clustering methods and procedures, were conducted to determine Turkish teaching styles and findings were compared to earlier Dutch, US and Australian findings. Student perception data were aggregated to the class level. Results of the cluster analyses were verified with analyses of variance (ANOVA) and by plotting QTI profiles
graphically. Results indicated that the best and most distinctive typology found in the data consisted of six types for Turkish sample. However, having some uniqueness, many teachers in this typology could be classified in terms of the original Dutch/US typology. Because the Turkish typology explained similar or lower amounts of variance in scales (and dimensions) and because profiles to a large degree corresponded with the original US/Dutch typology, it seems that the
original typology is relatively stable for secondary education and applies to different countries and cultures, including Turkey.
graphically. Results indicated that the best and most distinctive typology found in the data consisted of six types for Turkish sample. However, having some uniqueness, many teachers in this typology could be classified in terms of the original Dutch/US typology. Because the Turkish typology explained similar or lower amounts of variance in scales (and dimensions) and because profiles to a large degree corresponded with the original US/Dutch typology, it seems that the
original typology is relatively stable for secondary education and applies to different countries and cultures, including Turkey.
| Original language | English |
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| Pages | 840-840 |
| Number of pages | 1 |
| Publication status | Published - 2007 |
| Externally published | Yes |
| Event | 12th Conference of the European Association for Research on Learning and Instruction (EARLI) - Budapest, Hungary Duration: 28 Aug 2007 → 1 Sept 2007 |
Conference
| Conference | 12th Conference of the European Association for Research on Learning and Instruction (EARLI) |
|---|---|
| Country/Territory | Hungary |
| City | Budapest |
| Period | 28/08/07 → 1/09/07 |