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Abstract
This study examined teacher's interpersonal behavior and its associations with affective and cognitive outcomes among elementary mathematics students. A random sample of 1,512 boys and girls from government elementary schools in Singapore was involved. For the analysis of behavior-outcome associations, simple, multiple, and canonical correlation analyses and multilevel (hierarchical linear model) analyses were conducted for two levels of analysis; namely, the individual student and the class mean. The study led to the validation of a widely applicable and convenient questionnaire to assess teacher interpersonal behavior for future use by researchers and teachers at the elementary school level. Overall, the different methods of analysis yielded consistent associations between teacher interpersonal behavior and student outcomes.
