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Abstract
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries.
Acknowledgement
The Netherlands Organisation for Scientific Research (NWO) provided funding for this study by supporting the first author with a grant of the Foundation for Behavioural and Educational Sciences (411-21-206).
Notes
1. In the Leary (Citation1957) model, these are originally called the dominance-submission and affection-hostility dimension, but were later adapted and renamed by Wubbels et al. (Citation1985).
2. The complete instrument with all items can be obtained from the authors.
3. Graphically, the correlations between the scales can be represented as follows:
4. In an ideal circumplex, factor loadings of the two dimensions (or factors) follow a predetermined pattern, based on their angular location in the circle. In those models, dimension scores are computed as follows (the numbers before the scale labels represent the factor loadings): Influence = (.92∗DC)+(.38∗CD)–(.38∗CS)–(.92∗SC)–(.92∗SO)–(.38∗OS)+(.38∗OD)+(.92∗DO); Proximity = (.38∗DC)+(.92∗CD)+(.92∗CS)+(.38∗SC)–(.38∗SO)–(.92∗OS) –(.92∗OD)–(.38∗DO). These scores range between about − 3 and +3.
