تحلیل عاملی تأییدی و همسانی درونی نسخة فارسی پرسشنامة تعامل معلم
محورهای موضوعی : روانشناسی تربیتی
محمد آزاد عبداله‌پور
1
(
گروه روانشناسی، واحد مهاباد، دانشگاه آزاد اسلامی، مهاباد، ایران
)
امید شکری
2
(
استادیار دانشگاه شهید بهشتی
)
کلید واژه: همسانی درونی, تحلیل عاملی تأییدی, روایی عاملی, پرسشنامة تعامل معلم,
چکیده مقاله :
پژوهش حاضر با هدف آزمون روایی عاملی نسخة فارسی پرسشنامة تعامل معلم (QTI؛ لارداسمی و کنی، 2001) در گروهی از معلمان ایرانی انجام شد. در مطالعه همبستگی حاضر، 200 معلم (100 مرد و 100 زن) به نسخة کوتاه پرسشنامة تعامل معلم پاسخ دادند. در این مطالعه، به منظور تعیین روایی عاملی و پایایی نسخة فارسی پرسشنامة تعامل معلم به ترتیب از روش های آماری تحلیل عاملی تأییدی و ضرایب همسانی درونی استفاده شد. نتایج تحلیل عاملی تأییدی پرسشنامة تعامل معلم بر پایة نرم افزار AMOS نشان داد که در نمونة معلمان ایرانی ساختار هشت عاملی پرسشنامة تعامل معلم مشتمل بر رهبری، رفتار کمک کننده/دوستانه، درک کردن، مسئولیت پذیری/آزادی فراگیر، نامطمئن بودن، ناراضی بودن، تنبیه کردن و سختگیر بودن با داده ها برازش قابل قبولی داشت. ضرایب همسانی درونی مقیاس‌های چندگانة پرسشنامة تعامل معلم بین 55/0 تا 70/0 به دست آمد. در مجموع، نتایج مطالعة حاضر نشان داد که پرسشنامة تعامل معلم برای سنجش مدل رفتار رابطة بین فردی در نمونة معلمان ایرانی، ابزاری روا و پایا است.
The main purpose of the present study was to investigate psychometric properties of the Questionnaire of Teacher Interaction (QTI, Lourdusamy & Khine, 2001) among Iranian teachers. In this correlation study, 200 teachers (100 males, 100 female) completed the Questionnaire of Teacher Interaction (QTI). The confirmatory factor analysis method and internal consistency were used to compute the QTI's factorial validity and reliability, respectively. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the QTI consisted leadership, helpful/friendly behavior, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing and strict behavior had acceptable fit to data in the Iranian teacher’s sample. Internal consistencies for the scales of Questionnaire of Teacher Interaction ranged from 0/55 to 0/70. In sum, these findings provide evidence for the validity and reliability of the QTI as an instrument to measure model of interpersonal relation behavior among Iranian teachers
Ben-Chaim, D., & Zoller, U. (2001). Self-perceptions versus students’ perceptions of teacher interpersonal style in college science and mathematics courses. Research in Science Education, 31, 437–454.
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. 73–99). Singapore: World Scientific.
Campbell, E. (2004). Ethical bases of moral agency in teaching. Teachers and Teaching: Theory and Practice, 10(4), 409-428.
Chen, Q., & Chen, W. (2001). You in the eyes of your students: research of teacher-student interaction [Original in Chinese]. Unpublished manuscript, Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong, China.
Cooper, B. (2010). In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1), 79-99.
den Brok, P.J. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15(3-4), 407-442.
den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students’ perceptions of learning environments: the case of the questionnaire on teacher interaction. Learning Environments Research, 9(3), 199-213.
den Brok, P., Fisher, D., Brekelmans, M., Rickards, T., Wubbels, T., Levy, J., et al. (2003). Students’ perceptions of secondary science teachers’ interpersonal style in six countries: a study on the cross national validity of the questionnaire on teacher interaction. Presented at the annual meeting of the American educational research association, Chicago. ERIC document: ED475164.
den Brok, P., & Levy, J. (2005). Teacher-student relationships in multicultural classes: reviewing the past, preparing the future. International Journal of Educational Research, 43(1), 72-88.
Den Brok, P., Levy, J., Rodriguez, R., & Wubbels, T. (2002). Perception of Asian-American and Hispanic-American teachers and their students on interpersonal communication style. Teaching and Teacher Education, 18, 447–467.
den Brok, P., van Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for student with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199-221.
Dorman, J.P., Fisher, D.L., & Waldrip, B.G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D.L. Fisher & M.S. Khine (Eds.), Contemporary approaches to research on learning environments worldview (pp. 1–28). Singapore: World Scientific.
Enrich, L. C., Kimber, M., Millwater, J., & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching: Theory and Practice, 17(2), 173-185.
Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fraser, B.J. (2002). Learning environments research: Yesterday, today and tomorrow. In S.C. Goh & M.S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Singapore: World Scientific.
Fisher, D.L., Fraser, B.J., & Richards, T.W. (1997, April). Gender and cultural differences in teacher-student interpersonal behaviour. Paper presented at the annual meeting of the American Education Research Association, Chicago.
Fisher, D. L., Fraser, B., & Cresswell, J. (1995). Using the questionnaire on teacher interaction in the professional development of teachers. Australian Journal of Teacher Education, 20 (1), 8-17.
Fisher, D.L., Fraser, B.J., Wubbels, Th., & Brekelmans, M. (1993). In D.L. Fisher (Ed.), The study of leamingenvironments, Vol. 7 (pp. 1-12). Perth: Curtin University of Technology.
Goh, S.C., & Fraser, B.J. (1998). Teacher interpersonal behavior, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environment Research, 1, 199-229.
Henderson, D., Fisher, D.L., & Fraser, B.J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26–43.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Kim, H, B., Fisher, D.L. & Fraser, B.J. (2000). Classroom environment and teacher interpersonal behavior in secondary science classes in Korea. Evaluation and Research in Education, 14, 3-22.
Kiesler, D.J. (1996). Contemporary interpersonal theory and research personality, psychopathology, and psychotherapy. New York: John Wiley.
Khine, M.S. (2002). Study of learning environment for improving science education in Brunei. In S.C. Goh and M.S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 131–151). Singapore: World Scientific.
Khine, M.S., & Fisher, D.L. (2004). Teacher interaction in psychosocial learning environments: Cultural differences and their implications in science instruction. Research in Science & Technological Education, 22, 99–111.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2ndedition). New York, NY: Guilford Press.
Koomen, H. M. Y., Verschueren, K., Schooten, E. V., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50, 215–234.
Koul, R.B., & Fisher, D.L. (2005). Cultural background and students’ perceptions of science classroom learning environment and teacher interpersonal behavior in Jammu, India. Learning Environments Research, 8, 195–211.
Lourdusamy, A., & Khine, M. S. (2001). Self-evaluation of interpersonal behavior and classroom interaction by teacher trainees. Paper presented at the International Educational Research Conference, University of Notre Dame, Fremantle, Western Australia.
Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3,202–218.
Maulana, R., Opdenakker, M. C., den Brok, P., & Bosker, R. (2011). Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31 (1), 33–49.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2006). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.
Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behavior and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89.
Rickards, T., den Brok, P., & Fisher, D. (2005). The Australian science teacher: A typology of teacher–student interpersonal behavior in Australian science classes. Learning Environments Research, 8, 267–287.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51(1), 143-158.
Sivan, A., Chan, D. W., & Kwan, Y. W. (2014). Atara SivanSee all articles by this authorSearch Google Scholar for this author
See all articles by this author
Search Google Scholar for this author
Psychometric Evaluation of the Chinese Version of the Questionnaire on Teacher Interaction (C—QTI) in Hong Kong.Show all authors Psychological Reports, 114(3), 823-842.
Spilt, J. L., Koomen, H. M. Y., & Jak, S. (2012). Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality. Journal of School Psychology, 50, 363–378.
Telli, S., den Brok, P., & Cakiroglu, J. (2007). Teacher-student interpersonal behavior in secondary science classes in Turkey. Journal of Classroom Interaction, 42, 31–40.
Tirri, K., & Husu, J. (2002). Care and responsibility in “the best interest of the child”: relational voices of ethical dilemmas in teaching. Teachers and Teaching, 8(1), 65-80.
van Uden, J. M., Ritzen, H., & Pieters, J. M. (2015). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Waldrip, B.G., & Fisher, D.L. (1999). Differences in country and metropolitan students’ perceptions of teacher-student interactions and classroom learning environments. Paper presented at the annual meeting of the Australasian Association for research in education, Melbourne.
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behavior and student achievement in English as a foreign language classroom in China. Learning Environments Research, 12(3), 157-174.
Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students' perceptions of teacher–student interpersonal behavior and implications. System, 55, 134-144.
weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Willemse, M., Lunenberg, M., & Korthagen, F. A. J. (2008). The moral aspects of teacher educators’ practices. Journal of Moral Education, 37(4), 445-466.
Wubbels, T. (1993). Teacher-student relationships in science and mathematics classes. What research says tothe science and mathematics teacher, 11, Perth: National key centre for school science and mathematics, Curtin University of Technology.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6-24.
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. Evertson, & C. Wienstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161e1191). Mahwan, NJ: Lawrence Erlbaum Associates.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Presented at the annual meeting of the American educational research association, Chicago (ERIC document 260040).
Wubbels, Th., Creton, H. A., & Hooymayers, H. E. (1992). Review of research on teacher communication styles with use of the Leary model. Journal of Classroom Interaction, 27, 1-12.
Wubbels, T., Créton, H. A., Levy, J., Hooymayers, H. P. (1993) The model for interpersonal teacher behaviour. In Wubbels, T., Levy, J. (Eds.), Do you know what you look like? Interpersonal relationships in education. London, UK: Falmer Press. Pp. 13–28.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15(1), 1-18.
Wubbels, T., & Levy, J. (Ed.). (1993). Do you know what you look like? Interpersonal relations in education. London: The Falmer Press.
Yu, T. M., & Zhub, C. (2011). Relationship between teachers’ preferred teacher–student interpersonal behaviour and intellectual styles. Educational Psychology, 31 (3), 301–317
_||_Ben-Chaim, D., & Zoller, U. (2001). Self-perceptions versus students’ perceptions of teacher interpersonal style in college science and mathematics courses. Research in Science Education, 31, 437–454.
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. 73–99). Singapore: World Scientific.
Campbell, E. (2004). Ethical bases of moral agency in teaching. Teachers and Teaching: Theory and Practice, 10(4), 409-428.
Chen, Q., & Chen, W. (2001). You in the eyes of your students: research of teacher-student interaction [Original in Chinese]. Unpublished manuscript, Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong, China.
Cooper, B. (2010). In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1), 79-99.
den Brok, P.J. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15(3-4), 407-442.
den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students’ perceptions of learning environments: the case of the questionnaire on teacher interaction. Learning Environments Research, 9(3), 199-213.
den Brok, P., Fisher, D., Brekelmans, M., Rickards, T., Wubbels, T., Levy, J., et al. (2003). Students’ perceptions of secondary science teachers’ interpersonal style in six countries: a study on the cross national validity of the questionnaire on teacher interaction. Presented at the annual meeting of the American educational research association, Chicago. ERIC document: ED475164.
den Brok, P., & Levy, J. (2005). Teacher-student relationships in multicultural classes: reviewing the past, preparing the future. International Journal of Educational Research, 43(1), 72-88.
Den Brok, P., Levy, J., Rodriguez, R., & Wubbels, T. (2002). Perception of Asian-American and Hispanic-American teachers and their students on interpersonal communication style. Teaching and Teacher Education, 18, 447–467.
den Brok, P., van Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for student with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199-221.
Dorman, J.P., Fisher, D.L., & Waldrip, B.G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D.L. Fisher & M.S. Khine (Eds.), Contemporary approaches to research on learning environments worldview (pp. 1–28). Singapore: World Scientific.
Enrich, L. C., Kimber, M., Millwater, J., & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching: Theory and Practice, 17(2), 173-185.
Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fraser, B.J. (2002). Learning environments research: Yesterday, today and tomorrow. In S.C. Goh & M.S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Singapore: World Scientific.
Fisher, D.L., Fraser, B.J., & Richards, T.W. (1997, April). Gender and cultural differences in teacher-student interpersonal behaviour. Paper presented at the annual meeting of the American Education Research Association, Chicago.
Fisher, D. L., Fraser, B., & Cresswell, J. (1995). Using the questionnaire on teacher interaction in the professional development of teachers. Australian Journal of Teacher Education, 20 (1), 8-17.
Fisher, D.L., Fraser, B.J., Wubbels, Th., & Brekelmans, M. (1993). In D.L. Fisher (Ed.), The study of leamingenvironments, Vol. 7 (pp. 1-12). Perth: Curtin University of Technology.
Goh, S.C., & Fraser, B.J. (1998). Teacher interpersonal behavior, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environment Research, 1, 199-229.
Henderson, D., Fisher, D.L., & Fraser, B.J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26–43.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Kim, H, B., Fisher, D.L. & Fraser, B.J. (2000). Classroom environment and teacher interpersonal behavior in secondary science classes in Korea. Evaluation and Research in Education, 14, 3-22.
Kiesler, D.J. (1996). Contemporary interpersonal theory and research personality, psychopathology, and psychotherapy. New York: John Wiley.
Khine, M.S. (2002). Study of learning environment for improving science education in Brunei. In S.C. Goh and M.S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 131–151). Singapore: World Scientific.
Khine, M.S., & Fisher, D.L. (2004). Teacher interaction in psychosocial learning environments: Cultural differences and their implications in science instruction. Research in Science & Technological Education, 22, 99–111.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2ndedition). New York, NY: Guilford Press.
Koomen, H. M. Y., Verschueren, K., Schooten, E. V., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50, 215–234.
Koul, R.B., & Fisher, D.L. (2005). Cultural background and students’ perceptions of science classroom learning environment and teacher interpersonal behavior in Jammu, India. Learning Environments Research, 8, 195–211.
Lourdusamy, A., & Khine, M. S. (2001). Self-evaluation of interpersonal behavior and classroom interaction by teacher trainees. Paper presented at the International Educational Research Conference, University of Notre Dame, Fremantle, Western Australia.
Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3,202–218.
Maulana, R., Opdenakker, M. C., den Brok, P., & Bosker, R. (2011). Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31 (1), 33–49.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2006). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.
Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behavior and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89.
Rickards, T., den Brok, P., & Fisher, D. (2005). The Australian science teacher: A typology of teacher–student interpersonal behavior in Australian science classes. Learning Environments Research, 8, 267–287.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51(1), 143-158.
Sivan, A., Chan, D. W., & Kwan, Y. W. (2014). Atara SivanSee all articles by this authorSearch Google Scholar for this author
See all articles by this author
Search Google Scholar for this author
Psychometric Evaluation of the Chinese Version of the Questionnaire on Teacher Interaction (C—QTI) in Hong Kong.Show all authors Psychological Reports, 114(3), 823-842.
Spilt, J. L., Koomen, H. M. Y., & Jak, S. (2012). Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality. Journal of School Psychology, 50, 363–378.
Telli, S., den Brok, P., & Cakiroglu, J. (2007). Teacher-student interpersonal behavior in secondary science classes in Turkey. Journal of Classroom Interaction, 42, 31–40.
Tirri, K., & Husu, J. (2002). Care and responsibility in “the best interest of the child”: relational voices of ethical dilemmas in teaching. Teachers and Teaching, 8(1), 65-80.
van Uden, J. M., Ritzen, H., & Pieters, J. M. (2015). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Waldrip, B.G., & Fisher, D.L. (1999). Differences in country and metropolitan students’ perceptions of teacher-student interactions and classroom learning environments. Paper presented at the annual meeting of the Australasian Association for research in education, Melbourne.
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behavior and student achievement in English as a foreign language classroom in China. Learning Environments Research, 12(3), 157-174.
Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students' perceptions of teacher–student interpersonal behavior and implications. System, 55, 134-144.
weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Willemse, M., Lunenberg, M., & Korthagen, F. A. J. (2008). The moral aspects of teacher educators’ practices. Journal of Moral Education, 37(4), 445-466.
Wubbels, T. (1993). Teacher-student relationships in science and mathematics classes. What research says tothe science and mathematics teacher, 11, Perth: National key centre for school science and mathematics, Curtin University of Technology.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6-24.
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. Evertson, & C. Wienstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161e1191). Mahwan, NJ: Lawrence Erlbaum Associates.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Presented at the annual meeting of the American educational research association, Chicago (ERIC document 260040).
Wubbels, Th., Creton, H. A., & Hooymayers, H. E. (1992). Review of research on teacher communication styles with use of the Leary model. Journal of Classroom Interaction, 27, 1-12.
Wubbels, T., Créton, H. A., Levy, J., Hooymayers, H. P. (1993) The model for interpersonal teacher behaviour. In Wubbels, T., Levy, J. (Eds.), Do you know what you look like? Interpersonal relationships in education. London, UK: Falmer Press. Pp. 13–28.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15(1), 1-18.
Wubbels, T., & Levy, J. (Ed.). (1993). Do you know what you look like? Interpersonal relations in education. London: The Falmer Press.
Yu, T. M., & Zhub, C. (2011). Relationship between teachers’ preferred teacher–student interpersonal behaviour and intellectual styles. Educational Psychology, 31 (3), 301–317
