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Abstract
This investigation proposed that a relational teaching approach (RTA) is comprised of behaviors indicative of competence, immediacy, and humor. The central research question advanced in this study examined the association between the RTA and teacher satisfaction. The results of a canonical correlation revealed one meaningful canonical root which suggested a significant association between the RTA and an instructor's satisfaction. Apparently, it is within teachers' control to enhance satisfaction with their job by developing a repertoire of interpersonal skills. Implications of these findings are addressed within an instructional framework.
Notes
Elizabeth E. Graham (Ph.D., Kent State University, 1987) is Assistant Professor in the School of Interpersonal Communication at Ohio University, Athens, OH. Richard West (Ph.D., Ohio University, 1991) is Assistant Professor in the Department of Communication at the University of Southern Maine. Kristi A. Schaller (M.A., Illinois State University, 1987) is a Doctoral Candidate in the School of Interpersonal Communication, Ohio University, Athens, OH.
