To be published in the Handbook of Classroom Management: Research, Practice, and Contemporary Issues, Lawrence Erlbaum Associates IntroductionThis chapter reports on results of research from 25-year program of studies investigating teacher-student interpersonal relationships in secondary classrooms. This research focuses on the role of the teacher and builds a knowledge base about managing classrooms to create effective learning environments. Starting in the Netherlands, this line of research now has developed to many other countries such as Australia, Canada, Israel, Slovenia, Turkey, Korea, Taiwan, Singapore and the US. In this chapter, we will focus on Dutch research, referring when useful to the research in other countries.We begin this chapter with a discussion of the multiple perspectives that can be used to analyze teaching and then describe the communicative systems approach, the central element of the interpersonal perspective that is the focus of this chapter. We then turn to other element, the Model for Interpersonal Teacher Behavior and measurement instruments developed to map teacher interpersonal behavior. The remainder of the chapter reviews studies on diverse issues covering the development of interpersonal teacher behavior during the teaching career, problems of beginning and experienced teachers including the non-verbal behavior and the spatial position of the teacher in the class, teacher interpersonal relations and student outcomes, differences between teacher and student perceptions of the relationship, and finally interventions to improve relationships in class. Multiple perspectives on teachingClassroom teaching is a complex task in a complex environment. Usually a (Dutch) secondary school teacher is in a modest-sized room with between 20 and 40 students. Many factors including emotional, cultural, interpersonal, and environmental issues influence the teacher, the students, and what occurs in class (Shuell, 1996). To reach their aims in this complex situation teachers have to fulfill many functions often at the same time (e.g. motivating, instructing, and organizing) (see Doyle in this volume XXXX). To grasp this complexity, some researchers 1 distinguish between different types of teaching acts such as classroom management or instructional behaviors (e.g., Brophy & Good, 1986;Creemers, 1994;Lee, 1995 Lincoln's paper on the constitution show, for example, the perspective of instructional effectiveness, a discourse perspective, a moral perspective, and a gender perspective (see the analysis of the Bennett tape, Morine-Dershimer, 1986).As will be clear from these examples, perspectives can be distinguished from each other, but some also overlap. In particular, the classroom management and interpersonal perspectives overlap. In the research reviewed in this chapter, teaching has been studied from an interpersonal perspective. The interpersonal perspective describes and analyzes teaching in terms of the relationship between teacher and students. The analysis of the teacher role in this persp...

This paper reports on results of research from a 25-year program of studies investigating teacher-student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher-student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students' and teachers' perceptions of the teacher-student relationship. The authors review studies showing that teacher-student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness. r

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In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFl.) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.

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PurposeThe purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes.Design/methodology/approachFrom a sample of 32 teachers, a purposeful sampling technique of maximal variation was used to select two cases described in this paper. In a mixed methods design quantitative data are used to position the two teachers in relation to their peers. Qualitative data are used to describe the two cases in depth.FindingsThe findings show how the diverging ways in which the two teachers perceive and actively shape their workplace conditions help to explain differences in the teachers' learning activities and learning outcomes.Originality/valueScholars have argued that informal workplace learning is embedded in interdependent practices that arise from the interaction between social practices and individual agency. The case studies provide insight into how workplace conditions for learning are shaped in this interaction and how perceptions of these conditions enable or constrain teachers' informal workplace learning.

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