Teachers’ interpersonal behaviour during study coaching in higher education

Abstract

In this empirical research two theories were pieced together to answer four research questions. The Interpersonal Theory (Wubbels, Brekelmans, & Hooymayers, 1992) was used to investigate the teachers’ actual interpersonal behaviour in study coaching in higher education. The Theory of Planned Behaviour (TPB; Ajzen, 1991) was used to examine the determinants of that behaviour. The main research question of this study is: What is teachers’ interpersonal behaviour during study coaching and what are the determinants of that behaviour?’ This question was answered by means of four sub-questions. Study coaches of the Marnix Academie were participating in the study (n = 64). The first research question looked into the underlying beliefs of the attitude towards, subjective norm, and perceived behavioural control about teachers’ interpersonal behaviour during study coaching. A newly developed TPB-questionnaire was used for this purpose. The behavioural and normative beliefs about interpersonal teacher behaviour in study coaching did predict the attitude and subjective norm very well. Control beliefs did not determine the perceived behavioural control. Second, the intentions towards the actual interpersonal teacher behaviour in study coaching were investigated. The intentions were primarily determined by teachers’ attitudes towards their interpersonal behaviour in study coaching. The subjective norm and perceived behavioural control towards their behaviour did not significantly predict their intentions. Third, the ideal, self-image, and students’ image of teachers’ interpersonal behaviour were investigated by means of a newly developed QTI (questionnaire of teacher interaction) for study coaching in higher education. As expected for a subject like study coaching, study coaches (n = 64) scored higher on the affiliation than on the control dimension. It was remarkable that study coaches like to be more controlling (ideal). The last question pieced the two theories together and determined to what extent intentions towards the interpersonal teacher behaviour in study coaching determined the actual behaviour. Regressions showed a significant prediction of intentions on the control dimension of study coaches’ own and students’ perceptions of interpersonal teacher behaviour.