A Qualitative Study of Secondary-School Students' Perceptions of Interpersonal Teacher Behaviour in Hong Kong

Autor/inn/en	Sivan, Atara; Chan, Dennis W. K.
Titel	A Qualitative Study of Secondary-School Students' Perceptions of Interpersonal Teacher Behaviour in Hong Kong
Quelle	In: Learning Environments Research, 25 (2022) 2, S.305-324 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sivan, Atara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09372-z
Schlagwörter	Secondary School Students; Student Attitudes; Content Validity; Teacher Student Relationship; Foreign Countries; Questionnaires; Cultural Differences; Models; Chinese; Translation; Teacher Characteristics; Teacher Behavior; Emotional Response; Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Fragebogen; Kultureller Unterschied; Analogiemodell; China; Chinesen; Teacher behaviour; Lehrerverhalten; Emotionales Verhalten; Hongkong
Abstract	This qualitative study explored Hong Kong students' views and reactive emotions towards interpersonal teacher behaviour in their classrooms. Fifteen focus-group interviews were conducted with 69 secondary-school students. Content analysis was performed to identify main themes. Cultural similarities and differences were identified in students' perceptions compared with the original descriptors of the Model for Interpersonal Teacher Behaviour (MITB). While similarities lend support to the content validity of the items in the Questionnaire on Teacher Interaction (QTI) and its Chinese version (C-QTI), differences highlight cultural variations in perceptions of interpersonal teacher behaviour in the Hong Kong context. Students' accounts indicated positive reactive emotions towards Friendly/Helpful, Understanding, and Leadership, negative emotions to Dissatisfied, Admonishing, and Uncertain, and mixed emotions towards Strict and Student Freedom and Responsibility behaviours. The study has contributed to the dearth of qualitative studies based on the MITB by providing a comprehensive picture of students' perceptions of its eight types of behaviour and their reactive emotions towards the manifestation of these behaviours. Such a picture could enhance teachers' reflection for professional development and improvement of their interpersonal behaviour in the classroom. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11