A validation study of the elementary version of the questionnaire on teacher interaction in a sample of Mitchells Plain schools

Abstract

The focus of this research is to validate the elementary version of the Questionnaire on Teacher Interaction (QTI), adapted from the original high school version developed in the Netherlands, on a South African sample. The QTI, a paper and pencil measure of teacher interpersonal behaviour within educational settings consists of forty-eight items across eight scale categories of behaviour and was administered to a total of 485 learners in six schools located in the Mitchells Plain district of Cape Town. Validity was assessed through internal consistency reliability and scale inter-correlations. The findings of this study are largely consistent with results obtained in similar studies abroad, therefore demonstrating acceptable levels of reliability and validity for the instrument in a South African context. Research on teacher interpersonal behaviour, an aspect of the classroom learning environment is a relevant issue in South African schools today. The education system in South Africa is currently having to endure many changes on different levels. The new outcomes based curriculum requires that teachers facilitate positive learning environments within the classroom. Use of the QTI in overseas contexts has demonstrated its applicability as an effective instrument in determining the inset and preset training needs of teachers. The findings of this study clearly suggest that the QTI can be applied with confidence in the South African context in supporting initiatives aimed at empowering our teachers.