What do we know about Teacher Student Relationships from ... · Theo Wubbels Utrecht University...

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Faculty of Social and Behavioural Sciences

BPS Vernon-Wall lecture

Theo Wubbels Utrecht University

[email protected]

Teacher Student Relationships: the most important factor in

learning environments?







Theo Wubbels Utrecht University

[email protected]

What do we know about Teacher Student Relationships from the

IPC research?





Learning environments: a “container concept”

educational system school life class home

2



Learning environments research: the AERA call for proposals

•  Divisions –  B, C, J, L

•  SIG’s –  Applied Research in Immersive Environments

for Learning, –  Informal learning environments research –  Learning environments





Explained variance student achievement

Hattie 2008



For to everyone who has, more shall be given, and he will have an abundance; but from the one who does not have, even what he does have shall be taken away Matthew 25 : 29



Rank Influence ES

1 Self-reported grades 1.44 2 Piagetian programs 1.28

3 Providing formative evaluation to teachers .90

4 Microteaching in TE .88 5 Acceleration for gifted .88 6 Classroom behaviour .80

7 Comprehensive interventions for learning disabled students .77

8 Teacher clarity .75 9 Reciprocal teaching .74

10 Feedback .73 11 Teacher-student relationships .72

Teacher Student

Relationships are not the

most important factor in

learning environments



Teacher-Student Relationships

3



Interpersonal theory - origin

Interpersonal Diagnosis of

Personality

A Functional Theory and Methodology for Personality

Evaluation 1957 – Leary

Two dimensions in communication hostility-affection dominance-submission



Helping

Shy

Pervious Friendly

Dissatisfied Nagging

Strict

Directing Unfriendly

Demanding

Mean

Imposing

Understanding

Compliant

Uncertain

Confrontational

Tolerant

Leading

Teacher interpersonal circle

Wubbels et al., 2006



Teacher interpersonal circle

Ag

ency

Communion

directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping




The Questionnaire on Teacher Interaction

QTI

♦ 24-77 questions; 6-10 per sector

♦ thirty languages






Example teacher profile

directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping


4



Interpersonal Profiles

●

Brekelmans 2012

Agen

cy

Communion



Types of Interpersonal Profiles

AG

ENCY

COMMUNION

+

-

+ _

Repressive Authoritative

Aggressive Disorderly

Ideal

Tolerant




Good teacher Teacher

preferences Student

preferences

Ag

ency

Communion

directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping

Ideal



Cognitive outcomes

+ +

+ + -

- - -

Ag

ency

Communion

directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping



Affective outcomes directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping - +

+ + -

- - +

Ag

ency

Communion



Student outcomes

? +

+ + -

- - ?

Ag

ency

Communion

directing

understanding

compliant uncertain

dissatisfied

confrontational

imposing

helping

5



Directive Authoritative Tolerant & Authoritative

Tolerant

Uncertain/tolerant Uncertain/aggressive Repressive Drudging

19

23

14

19

9

3 5

8

5

8

13

39

26 5

1

3

Experienced Student teachers (%)



1985-2009

.80 Com-

munion

Agency

.00

1990-1994 1995-1999 2000-2004 2005-2009 1985-1989

Brekelmans 2012



Brekelmans 2012

Teaching Career Faculty of Social and Behavioural Sciences


0.2

0.4

0.6

0.8

1

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

Experience (years)

Com

mun

ion

Communion during the teaching career

Brekelmans 2012



-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

Experience (years)

Age

ncy

Agency during the teaching career

Brekelmans 2012



Perception of teacher




Behaviour

Observations

6



Communion

Agency

complementarity Faculty of Social and Behavioural Sciences


Mainhard, Brekelmans & Wubbels 2012

Teacher Dependent

Independent

Hostile

Friendly

| | | | | 1 5

| | | | | 1 5

Class Dependent

Independent

Hostile

Friendly

| | | | | 1 5

| | | | | 1 5



Agency

Mainhard, et al. 2012; de Jong et al. 2013



Drudging teacher

-

Tolerant and Authoritative

teacher

+ Mainhard, Brekelmans & Wubbels 2012

Agency



Joystick procedure Joint scoring of both dimensions

Pennings et al. 2012



Results: Level and Variability

Mean Level Communion

Mean Level Agency

Teacher Students Teacher Students

Classroom16 627 485 466 -258

Overall 403 238 293 -122

Pennings et al. submitted

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Interpersonal behavior during lessons Time-series Analysis

Agen

cy

Com

mun

ion

Pennings et al. 2012



(Detrended) correlations

Classroom16 Overall

Agency Communion Agency Communion

Cross-correlation (r) -.86 .71 -.44 (.40) .41 (.38)

Detrended r -.81 .62 -.41 (.41) .25 (.29)

86%

80%

71%

Agen

cy

Com

mun

ion




Who is following whom?


average “ideal” teacher

Teacher on both agency and communion

20%

Students on both agency and communion

34%

Teacher only agency 29% 44% Teacher only communion 47% 50%



Development in the teacher student relationship in new classes

•  15 weeks •  Short QTI, two versions •  Covariates

–  Self-efficacy –  Personality –  Gender –  Experience –  Subject –  Class size –  Grade level

Mainhard 2009



Raw trajectories Agency

Communion

Mainhard 2009



Agency

Age

ncy

Week

Mainhard 2009

8



Communion

Week

Com

mun

ion

Mainhard 2009



Future research challenge

•  We know –  what an “ideal” teacher student relationship is –  that relationships are quite stable in the school year and

may tnd to deteriorate –  that the first minutes in a new class are important to

build a good relationship –  how a teacher can ruin a good relationship –  the importance of non verbal behaviour for high agency

and communion

•  We do not know exactly –  how to build a good relationship

What do we know about Teacher Student Relationships from ... · Theo Wubbels Utrecht University...

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