Teacher-student interpersonal behavior in secundary mathematics classes in Indonesia


Maulana, R., Opdenakker, M.C., Brok, den, P.J. & Bosker, R. (2012). Teacher-student interpersonal behavior in secundary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10(1), 21-47. In Scopus Cited 5 times.

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This study is aimed at describing profiles of interpersonal behavior of

Indonesian mathematics teachers and examining associations between students’

perceptions of their mathematics teachers’ interpersonal behavior and their motivation in

learning mathematics. Data were collected with the Indonesian version of the

Questionnaire on Teacher Interaction (QTI) and the Questionnaire on Motivational

Dimensions. The framework of this study is based on the Model of Interpersonal Behavior

that maps teachers’ conduct in terms of 2 dimensions: Influence (Dominance–Submission)

and Proximity (Cooperation–Opposition). A total of 506 students (grades 7 to 9) from 16

classes in 5 public secondary schools in the West Java and Jambi provinces, Indonesia,

participated in the study. Data analyses were conducted including descriptive,

correlational, and multilevel analyses. Results from the data analyses showed that the

reliability and (validity) of the Indonesian QTI were good; teachers’ ratings of their

interpersonal behavior were moderate in class perceptions but (were) quite high in

teachers’ self-perception in both the Proximity and Influence dimensions and that

associations existed between the 2 dimensions of interpersonal behavior and student

motivation in learning mathematics. There was an indication that Indonesian mathematics

teachers were generally perceived as directive. Implications of the findings were