Students perceptions' of their science teachers' interpersonal behaviour in two countries : Turkey and te Netherlands

Telli, Sibel
This study was conducted to investigate Turkish secondary school students’ perceptions of their science teachers’ interpersonal behaviour; teacher profiles and variables affecting Turkish students’ perceptions of their teachers’ interpersonal behaviour. Also, differences in perceptions between Turkish students and their Dutch counterparts were examined. Finally, students’ affective learning outcomes were related to their perceptions of their teachers’ interpersonal behaviour. Data were gathered from 7484 secondary school science students (grades 9-11) in 278 classes from 55 schools in thirteen cities of Turkey and collected with a specifically constructed and adapted Turkish version of QTI and translated version of TOSRA. This data set was compared to Dutch data set that contained 8503 students, located in 27 schools and 301 classes. Descriptive statistics and multilevel analysis with three levels (student, class and teacher) were conducted. Students’ perceptions on the QTI scales were aggregated to the class level and compared to an existing QTI-based typology of teaching styles. Significant differences were found between countries in terms of students’ perceptions of their teachers’ interpersonal behaviours as well as different distribution of teachers’ profiles over countries and subject. Turkish teachers' interpersonal profiles only marginally differed from existing profiles. Additionally, several teacher, student and class characteristics showed statistically significant associations with students' perceptions of teacher Influence and Proximity. Finally, students’ perceptions of their teachers’ interpersonal behaviour were related to their affective learning outcomes, to several student, class, teacher background characteristics and to the subject taught. .


HORTACSU, N; Gençöz, Tülin (1993-05-01)
We investigated Turkish high school and university students' perceptions of their relationships with their parents and friends in two studies using cross-sectional and retrospective methods. Subjects in both studies rated 31 items describing their relationships with one significant other from two perspectives: their own point of view and that of their relationship partner (mother, father, or best same-sex friend). Results indicated age-related trends for perceptions of development of relationships with sign...
The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science
Telli, Sibel; den Brok, Perry; Çakıroğlu, Jale (Informa UK Limited, 2010-01-01)
The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total o...
Student Assessment in High School Social Studies Courses in Turkey Teachers and Students Perceptions
Yıldırım, Ali (Springer Science and Business Media LLC, 2004-01-01)
This study investigates the assessment strategies used in social-studies courses at the high-school level in Turkey and examines how teachers and students perceive them. Results indicate that short-answer tests are most frequently used to assess student performance, followed by oral tests. Multiple-choice and essay tests are also occasionally employed. Teachers tend to be satisfied with these assessment strategies, but suggest that alternative modes of assessment should also be considered. Students do not f...
Conflict behaviors and their relationship to popularity
Tezer, Esin (2001-12-01)
This study examined conflict behaviors (self, other) among 127 Turkish college students. Differences in five conflict behaviors (forcing, avoiding, accommodating, compromising, and collaborating) were then explored in relation to popularity and unpopularity. Results indicated that the students engaged in more avoiding and compromising behaviors, while perceiving more forcing behavior in others. Further, the unpopular group was found to engage in more compromising behavior, and perceived more forcing behavio...
Students Perceptions of Science Teachers Interpersonal Behaviour in Secondary Schools Development of a Turkish Version of the Questionnaire on Teacher Interaction
TELLİ, SİBEL; DEN BROK, Perry; Çakıroğlu, Jale (Springer Science and Business Media LLC, 2007-01-01)
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument in...
Citation Formats
S. Telli, “Students perceptions’ of their science teachers’ interpersonal behaviour in two countries : Turkey and te Netherlands,” Ph.D. - Doctoral Program, Middle East Technical University, 2006.