Abstract
This study centred on students enrolled in Work Studies, a vocational education course offered to post-compulsory (Years 11–12) students in Western Australian high schools. Because of the strong emphasis on the teacher providing pastoral care in Work Studies classes, the Questionnaire on Teacher Interaction (QTI), which assesses students’ perceptions of their teacher’s interpersonal behaviour, was seen as the most appropriate learning environment instrument to use in this study. Following a description of the purpose of this research study during a professional development day, Work Studies teachers were invited to participate in the study. A total of 157 students in nine Work Studies classes completed the QTI and two attitude scales. Work Studies students in the sample had quite favourable views of their course and there were strong associations between certain aspects of teacher interpersonal behaviour and student attitudinal outcomes. Results indicated the pivotal role that teacher interpersonal behaviour can play in such a vocational education course. Gender-related differences between perceptions of students were found to be minimal, but there were differences in the perceptions of university-bound students and other students.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Biggs, J., & Chopra, P. (1979). Pupil evaluation of teachers. The Australian Journal of Education, 23, 45–57.
Brekelmans, M., Wubbels, T., & den Brok, P. (2002). Teacher experience and the teacher–student relationship in the classroom environment. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 73–100). Singapore: World Scientific.
den Brok, P., Brekelmans, M., Levy, J., & Wubbels, T. (2002). Diagnosing and improving the quality of teachers’ interpersonal behaviour. The International Journal of Educational Management, 16(4), 176–184.
den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15, 407–442.
den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., & Rickards, T. (2006). Secondary teachers’ interpersonal behaviour in Singapore, Brunei and Australia: A cross-national comparison. Asia Pacific Journal of Education, 26(1), 99–115.
Castillo, G. E., Peiro, M. M., & Fraser, B. J. (2006). Grade-level, gender and ethnic differences in attitudes and learning environment in high school mathematics. In D. Fisher, D. Zandvliet, I. Gaynor, & R. Koul (Eds.), Proceedings of the Fourth International Conference on Science, Mathematics and Technology Education (pp. 58–68). Perth, Australia: Curtin University of Technology.
Director, VET in Schools. (2004). VET—Student Satisfaction Survey, 2005. Perth, Australia: TAFEWA.
Fisher, D., Fraser, B., & Wubbels, T. (1993a). Interpersonal teacher behavior and school environment. In T. Wubbels & J. Levy (Eds.), Do you know what you look like?: Interpersonal relationships in education (pp. 103–112). London: Falmer Press.
Fisher, D., Fraser, B., Wubbels, T., & Brekelmans, M. (1993b). Associations between school learning environment and teacher interpersonal behaviour in the classroom. In D. Fisher (Ed.), The study of learning environments, Volume 7 (pp. 32–41). Perth, Australia: Science and Mathematics Education Centre, Curtin University of Technology.
Fisher, D., Henderson, D., & Fraser, B. (1995). Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25, 125–133.
Fisher, D. L., & Waldrip, B. G. (1999). Cultural factors of science classroom learning environments, teacher–student interactions and student outcomes. Journal of Science Education and Technology, 17(1), 83–96.
Fraser, B. J. (1981). Test of science-related attitudes. Melbourne, Australia: Australian Council for Educational Research.
Fraser, B. J. (1998). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht, The Netherlands: Kluwer.
Fraser, B. J., Giddings, G. J., & McRobbie, C. R. (1995). Evaluation and validation of a personal form of an instrument for assessing science laboratory environments. Journal of Research in Science Teaching, 32, 399–422.
Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behaviour, learning environments and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26–43.
Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press Company.
Nair, C., & Fisher, D. (2000). Validation and application of a personalised form of a learning environment questionnaire for use in tertiary science classrooms. In D. L. Fisher & J.-H. Yang (Eds.), Proceedings of the Second International Conference on Science, Mathematics and Technology Education (pp. 419–427). Perth, Australia: Curtin University of Technology.
Rickards, T., den Brok, P., & Fisher, D. (2005). The Australian science teacher: A typology of teacher–student interpersonal behaviour in Australian science classes. Learning Environments Research, 8, 267–287.
She, H., & Fisher, D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education, 84, 706–726.
Waldrip. B., & Fisher, D. (2003). Identifying exemplary science teachers through their classroom interactions with students. Learning Environment Research, 6, 157–174.
Wong, A., & Fraser, B. (1996). Environment–attitude associations in the chemistry laboratory classroom. Research in Science & Technological Education, 14, 91–102.
Wubbels, T., Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behaviour in the classroom. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 141–160). Oxford, UK: Pergamon Press.
Wubbels, T., Brekelmans, M., van Tartwijk, J., & Admiraal, W. (1997). Interpersonal relationships between teachers and students in the classroom. In H. C. Waxman & H. J. Walberg (Eds.), New directions for teaching practice and research (pp. 151–170). Berkeley, CA: McCutchan Publishing Company.
Wubbels, T., Creton, H., & Hooymayers, H. (1985, April). Discipline problems of beginning teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Wubbels, T., Creton, H., Levy, J., & Hooymayers, H. (1993). The model for interpersonal teacher behavior. In T. Wubbels & J. Levy (Eds.), Do you know what you look like?: Interpersonal relationships in education (pp. 13–28). London: Falmer Press.
Wubbels, T., & Levy, J. (1993). Do you know what you look like?: Interpersonal relationships in education. London: Falmer Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Henderson, D.G., Fisher, D.L. Interpersonal behaviour and student outcomes in vocational education classes. Learning Environ Res 11, 19–29 (2008). https://doi.org/10.1007/s10984-007-9034-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10984-007-9034-z