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Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction

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Abstract

The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.

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Authors and Affiliations

  1. Department of Primary Education, Democritus University of Thrace, N. Hili, 68100, Alexandroupolis, Greece

    Constantinos M. Kokkinos, Kyriakos Charalambous & Aggeliki Davazoglou

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  1. Constantinos M. Kokkinos
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  2. Kyriakos Charalambous
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  3. Aggeliki Davazoglou
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Correspondence to Constantinos M. Kokkinos.

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Kokkinos, C.M., Charalambous, K. & Davazoglou, A. Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction. Learning Environ Res 12, 101–114 (2009). https://doi.org/10.1007/s10984-009-9056-9

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  • DOI: https://doi.org/10.1007/s10984-009-9056-9

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