Teachers’ interpersonal relationships and instructional expertise: How are they related?

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Teachers’ interpersonal relationships and instructional expertise : How are they related? / van der Lans, R. M.; Cremers, J.; Klugkist, I.; Zwart, R.

I: Studies in Educational Evaluation, Bind 66, 100902, 09.2020.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

van der Lans, RM, Cremers, J, Klugkist, I & Zwart, R 2020, 'Teachers’ interpersonal relationships and instructional expertise: How are they related?', Studies in Educational Evaluation, bind 66, 100902. https://doi.org/10.1016/j.stueduc.2020.100902

APA

van der Lans, R. M., Cremers, J., Klugkist, I., & Zwart, R. (2020). Teachers’ interpersonal relationships and instructional expertise: How are they related? Studies in Educational Evaluation, 66, [100902]. https://doi.org/10.1016/j.stueduc.2020.100902

Vancouver

van der Lans RM, Cremers J, Klugkist I, Zwart R. Teachers’ interpersonal relationships and instructional expertise: How are they related? Studies in Educational Evaluation. 2020 sep.;66. 100902. https://doi.org/10.1016/j.stueduc.2020.100902

Author

van der Lans, R. M. ; Cremers, J. ; Klugkist, I. ; Zwart, R. / Teachers’ interpersonal relationships and instructional expertise : How are they related?. I: Studies in Educational Evaluation. 2020 ; Bind 66.

Bibtex

@article{e76b0bd53fcd4f3699b443ee11b856c0,
title = "Teachers{\textquoteright} interpersonal relationships and instructional expertise: How are they related?",
abstract = "This study explores new directions to study and combine measurements of instructional expertise and teachers{\textquoteright} interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers{\textquoteright} instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers{\textquoteright} interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers{\textquoteright} interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers{\textquoteright} instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.",
keywords = "Interpersonal relationships, Student perceptions, Teacher expertise, Teacher-student relationships, Teaching quality",
author = "{van der Lans}, {R. M.} and J. Cremers and I. Klugkist and R. Zwart",
year = "2020",
month = sep,
doi = "10.1016/j.stueduc.2020.100902",
language = "English",
volume = "66",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Teachers’ interpersonal relationships and instructional expertise

T2 - How are they related?

AU - van der Lans, R. M.

AU - Cremers, J.

AU - Klugkist, I.

AU - Zwart, R.

PY - 2020/9

Y1 - 2020/9

N2 - This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.

AB - This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.

KW - Interpersonal relationships

KW - Student perceptions

KW - Teacher expertise

KW - Teacher-student relationships

KW - Teaching quality

U2 - 10.1016/j.stueduc.2020.100902

DO - 10.1016/j.stueduc.2020.100902

M3 - Journal article

AN - SCOPUS:85087115137

VL - 66

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

M1 - 100902

ER -

ID: 248542854