Testing the Multidimensionality in Teacher Interpersonal Behavior: Validating the Questionnaire on Teacher...

Area of Science:

• Educational Psychology
• Classroom Management
• Teacher-Student Interactions

Background:

• Understanding student perceptions of teacher interpersonal behaviors is crucial for effective pedagogy.
• The Questionnaire on Teacher Interaction (QTI) is a validated instrument for assessing these perceptions.
• Previous research highlights the impact of teacher behaviors on student engagement and academic outcomes.

Purpose of the Study:

• To investigate student perceptions of form teachers' interpersonal behaviors in Singaporean secondary schools.
• To evaluate the psychometric properties of the Questionnaire on Teacher Interaction (QTI) using the Rasch measurement model.
• To examine the multidimensional structure and interrelationships among the QTI's eight subscales.

Main Methods:

• Quantitative data collected from 1235 students across 40 classrooms in 24 Singaporean secondary schools.
• Administration of the 32-item Questionnaire on Teacher Interaction (QTI) to assess teacher behaviors.
• Application of the Rasch measurement model to analyze student traits and the QTI's structure.

Main Results:

• The Rasch model demonstrated a good fit for student responses across all eight QTI subscales.
• Findings supported the hypothesized multidimensional structure of the Questionnaire on Teacher Interaction.
• The study confirmed the proposed relationships among the eight dimensions of teacher interpersonal behaviors.

Conclusions:

• The Questionnaire on Teacher Interaction (QTI) is a reliable and valid instrument for measuring student-perceived teacher behaviors.
• The findings provide empirical support for the theoretical framework underlying the QTI.
• This research offers valuable insights for teacher training and professional development programs in Singapore.