Interpersonal teacher behaviour is as an important aspect of classroom environment which is conducive to student learning. This paper reports on a project aiming at enhancing teachers' interpersonal behaviour in the classroom by arousing their awareness of their interaction with students. Twenty-one Hong Kong secondary school teachers and their students participated in two cycles of action learning involving the completion of Questionnaire on Teacher Interaction (QTI) and teachers' refection on the data with the investigators serving as 'critical friend'. Results indicated that teachers were perceived as exhibiting more leadership, friendliness and understanding than uncertain, dissatisfied and admonishing behaviour. Some changes in teachers' interpersonal behaviour were identified between the two cycles, with teachers' consciously making changes in their interactions with their students. Teachers' feedback on the project showed its contribution to their understanding of interpersonal teacher behaviour and awareness of its possible impact on student learning.
|Number of pages||9|
|Journal||Journal of the International Society for Teacher Education|
|Publication status||Published - 2014|