Exploring the interpersonal dimension of teaching in an Irish post-primary context

Abstract

Effective teaching encompasses both a pedagogical and an interpersonal dimension. Despite this, the latter typically receives little attention in initial teacher education and professional development programmes because of its tacit, non-conscious, and context-specific nature. In this study, the interpersonal dimension of teaching was conceptualized in terms of an explicit set of problem-solving strategies. Using the Tacit Knowledge Inventory for High School Teachers (TKI-HS), the perceived effectiveness of these strategies amongst a sample of Irish post-primary teachers (n = 69) was explored, and the extent to which this varied across certain individual and contextual factors was also investigated. The findings suggest that, when faced with challenging social situations in the course of their professions, Irish post-primary teachers demonstrate preferences for strategies involving either rational discussions with the source of the problem, or appealing to a colleague for advice. These preferences were independent of the teachers’ gender, education level, degree of job satisfaction, and the climate of the school in which they worked. Some implications for teacher education programmes are outlined. Potential future directions, including links to broader issues concerning the assessment of non-cognitive skills and competencies more generally, are also discussed.

Keywords:

• teaching
• post-primary
• interpersonal skills
• problem-solving
• tacit knowledge

Acknowledgements

The authors gratefully acknowledge Prof. Steven Stemler (Wesleyan University), for granting them permission to adapt and use the TKI-HS for this research, and for providing sound advice on some methodological aspects of the study. Thanks are also due to Prof. Michael O’Leary, Director of CARPE, for his helpful comments on drafts of the manuscript. The work of CARPE is financially supported by Prometric, a test development, delivery and data management company headquartered in Baltimore, MD. The content of this paper has not been influenced in any way by Prometric, and is solely the responsibility of the authors.

Notes on contributors

Darina Scully is a post-doctoral researcher in the Centre for Assessment Research, Policy and Practice in Education, DCU. Darina holds a Ph.D. in psychology from Trinity College, Dublin. Her research is focused on educational and workplace assessment, in particular the assessment of complex, ‘hard-to-measure’ skills and competencies.

Vasiliki Pitsia is a Ph.D. candidate in the Centre for Assessment Research, Policy and Practice in Education, DCU. She holds an M.Sc. in Quantitative Methods and Statistical Analysis in Education. Her broader research interests include research methods, educational assessment, statistical analysis and large-scale studies.

Anastasios Karakolidis is a Ph.D. candidate in the Centre for Assessment Research, Policy and Practice in Education, DCU. He holds a MSc in Quantitative Methods and Statistical Analysis in Education. His research focuses on the use of new technologies in assessment and testing.

Notes

1 Fifty of these 69 respondents completed all of the TKI-HS items.

Additional information

Funding

This work was supported by Prometric Inc.