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The Educational Forum Volume 84, 2020 - Issue 2
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Articles

Response, Demand, and Control: Evaluating a Three-Factor Model and Measure of Teachers’ Interactional Styles

Bruce TorffDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USACorrespondence[email protected]
,
Kathleen KimmonsDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Andrew BudrisDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Elizabeth SoloskyDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Jay MaqsoodDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Jean BenincasaDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Jessica DoemanDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Marilyn DePiettoDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Michael CasamassimaDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
,
Michelle WalshDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
&
Stephen BatesDepartment of Teaching, Learning and Technology, Hofstra University, Hempstead, New York, USA
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Pages 140-149 | Published online: 22 Jan 2020
 
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Abstract

Theory and research in teachers’ interactional styles and authoritative teaching typically posit two factors, including response and a second factor featuring some combination of demand and control. Two survey-research projects examined how teachers construe interactional styles, with results suggesting three discrete factors: response, demand, and control. The optimal interactional style is more complex than the formula of high response and high demand/control emphasized in literature in this area.

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