The effects of teachers¿ interaction style on students self esteem, motivation and behaviour in a collective efficient school climate

Project summary

Claims that there are no readily identifiable teaching styles at all and that teaching is far to complex an activity to be categorized this way (Sammons, Thomas & Mortimore¿s, 1997), this research reports on a study to test if this assumption holds for teachers¿ interaction style. The process of validating Wubbels (1993) Qestionnaire on teachers interaction style (QTI) resulted in development of a new scale: The authoritarian - authoritative teacher interaction style. The present research uses multilevel analysis (Mplus) to explore the effects of teachers interaction styles on students behaviour, self esteem and motivation over and above the effects of collective efficient school climate.