Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction
Keywords:
Albanian version of the QTSI, dynamics of human interaction, students’ perceptions of teachers in primary schools, validity of the QTSI, psychometric approach to measuring circular data
Abstract
A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students’ academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students’ perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.
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References
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Arsham, H. (1988). Kuiper's p-value as a measuring tool and decision procedure for the goodness-of-fit test. Journal of Applied Statistics, 15(2), 131–135.
Berisha Kida, E. (2017). Teachers' Emotions and Professional Reflection in a Postwar Community. ICPAS (pp. 190–197). Istanbul: Yildiz Technical University. doi:10.13140/RG.2.2.31674.08647
Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 48–106.
Choy, Ch. S., & Oo, S. P. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, (5)1, 167–182.
Cortina, J. M. (1993). What is the coefficient alpha? An examination of theory and application. Journal of Applied Psychology, 78(1), 98–104.
Den Brok, P. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
Den Brok, P., Fisher, D., & Rickards, T. (2006). Factors influencing students' perceptions of their teachers' interpersonal behavior: A multilevel analysis. In D. L. Khine (Ed.), Contemporary approaches to research on learning environments: world views (pp. 2–36). Singapore: World Scientific. doi:10.1142/9789812774651_0003
Erikson, E. (1959). Identity and the life cycle: Selected papers. New York, NY: International Universities Press.
Erikson, E. (1963). Childhood and society (2nd ed.). New York, NY: Norton.
Fisher, D., & Rickards, T. (1998). Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3–15.
Fisher, D., Fraser, B., & Cresswell, J. (1995). Using the ‘Questionnaire on Teacher Interaction’ in the professional development of teachers. Australian Journal of Teacher Education, 20(1), 8–18.
Fort Lewis Faculty. (2017). Table of critical values for Pearson correlation. Durango, CO: Fort Lewis College. Retrieved from http://faculty.fortlewis.edu/chew_b/Documents/Table%20of%20critical%20values%20for%20Pearson%20correlation.htm
Fraser, B., Aldridge, J., & Soerjaningsih. W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3(1), 21–33.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student’s enjoyment. Journal of Educational Psychology, 101(1), 705–716.
Fried. L., Mansfield. C., & Dobozy. E. (2015). Teacher Emotion Research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–440.
Ginsburg, H. & Opper, S. (1969). Piaget's theory of intellectual development. New York, NY: Prentice Hall.
Hair, J., Anderson, R., Tatham, R., & Black, W. (2006). Multivariate Ddta frAnalysis. New Jersey, NJ: Pearson/Prentice Hall.
Hinton, P. Rr., Brownlow, Ch., McMurray, I., &Cozens, B. (2004). SPSS explained. London, UK & New York, NY: Routledge.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
Leary, T. (1957). Interpersonal diagnosis of personality: A functional theory and methodology for personality evaluation. New York, NY: Ronald Press.
Liberante, L. (2012). The importance of teacher-student relationships, as explored through the lens of the NSW quality teaching model. Journal of Student Engagement: Education Matters, 2(1), 2–9.
Mekolli, E., Bruqi, Sh., Lahi, H., Rexhepi, N., Faliu, M., Radoni, S., & Cakolli, A. (2017). Statistics of Education 2015/2016. Prishtine: ASK.
MEST. (2016). Strategjia e Sigurimit të cilësisë për arsimin parauniversitar në Kosovë [Quality Assurance Strategy for Pre-University Education in Kosovo]. Prishtine: MEST. Retrieved from https://masht.rks-gov.net/uploads/2016/12/qa-strategy-final-shqip.pdf
MEST. (2017). Kornizë strategjike për zhvillimin e mësimdhënësve në Kosovë [Strategic framework for teacher Ddvelopment in Kosovo]. Prishtinë: MEST. Retrieved from https://masht.rks-gov.net/uploads/2017/04/kornize-strategjike.pdf
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34(3), 292–337.
Oriana, User's Manual. (2011). Wales, UK: Kovach Computing Services.
Osborne, J. (2010, October). Improving your data transformations: Applying the Box-Cox Transformation. Practical Assessment, Research, and Evaluation, 15(12), 1–8.
Pallant, J. (2011). SPSS survival manual. A Step by step guide data to analysis using SPSS-4th edition. Maryborough: Midland Typesetters.
Pallant, J. (2013). SPSS survival manual. London, UK: McGraw-Hill Education.
Passini, S., Molinari, L., & Speltini, G. (2015). Validation of the questionnaire on teacher interaction in Italian secondary school students: The effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18(3), 547–559.
Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 2(16), 93–115.
Richards, T., & Fisher, D. (2000). Three perspectives on perceptions of teacher-student interaction: A seed for change in science teaching. Retrieved from http://files.eric.ed.gov/fulltext/ED441758.pdf
Statistical Solutions. (2017). Retrieved from http://www.statisticssolutions.com/amos/
Strack, S. (1996). Introduction to the special series. Interpersonal theory and the interpersonal circumplex: Timothy Leary’s legacy. Journal of Personality Assessment, 66(2), 212–216.
SurveySystems. (2017, August 12). Retrieved from www.surveysystem.com/sscalc.htm
Tavakol, M., &Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2(1), 53–55. doi:10.5116/ijme.4dfb.8dfd
Tinsley, H. E. A., & Brown, S. D. (2000). Handbook of applied multivariate statistics and mathematical modelling. London, UK: Elsevier Science & Technology Books.
Tracey, T. J. (2000). Analyses of circumplex models. Oxford, UK: Academic Press.
Trochim, W. (2001). Research methods. Knowledge base. New York, NY: Cornel University Press.
Trochim, W. (2002). The research methods: Knowledge Base. New York, NY: Cornell University Press.
Triplett, N. (1987). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9(1), 506–533.
Vata, R., Haith, M., & Miller, S. (2007). Psikologjia e femijes- Shkenca moderne. Tirane: UEGEN.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15(1), 1–18.
Wubbels, T., Brekelmans, M., & Hermans, J. (1987). Discipline problems of beginning teachers: Interactional teacher behavior mapped out. Annual Meeting of the American Education Research Association, Chicago, IL.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers: Interactional behavior mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Wubbels, Th., Den Brok, P., Van Tartwijk, J., & Levy, J. (2012). Interpersonal relationships in education: An overview of contemporary research. In Advances in learning environments research (Vol. 3, pp. 5–45). Rotterdam: Sense Publishers.
Wubbles, Th., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6–24.
Published
2020-09-29
How to Cite
Berisha Kida, E., & Karaj, T. (2020). Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction. Center for Educational Policy Studies Journal, 10(3), 145-169. https://doi.org/10.26529/cepsj.451
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