Teachers’ interpersonal relationships and instructional expertise: How are they related?
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Teachers’ interpersonal relationships and instructional expertise : How are they related? / van der Lans, R. M.; Cremers, J.; Klugkist, I.; Zwart, R.
In: Studies in Educational Evaluation, Vol. 66, 100902, 09.2020.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Teachers’ interpersonal relationships and instructional expertise
T2 - How are they related?
AU - van der Lans, R. M.
AU - Cremers, J.
AU - Klugkist, I.
AU - Zwart, R.
PY - 2020/9
Y1 - 2020/9
N2 - This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.
AB - This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.
KW - Interpersonal relationships
KW - Student perceptions
KW - Teacher expertise
KW - Teacher-student relationships
KW - Teaching quality
U2 - 10.1016/j.stueduc.2020.100902
DO - 10.1016/j.stueduc.2020.100902
M3 - Journal article
AN - SCOPUS:85087115137
VL - 66
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
M1 - 100902
ER -
ID: 248542854