Interpersonal Relationships in Education -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- 1. INTRODUCTION TO: INTERPERSONAL RELATIONSHIPS IN EDUCATION -- CONTENTS OF THE BOOK -- THEORETICAL PERSPECTIVES -- Developmental Psychological Theory -- Interpersonal Theory -- Dynamic Systems Theory -- Social Network Theory -- School Effectiveness Theory and School and Class Climate -- Classroom Management Theories -- INSTRUMENTS -- Student-Teacher Relationship Scale -- Questionnaire on Teacher Interaction (QTI) -- Students' Perceptions of Classroom Management -- Observational Measures -- CONCLUSION -- REFERENCES -- STUDENT ORIENTED -- 2. TEACHER-STUDENT RELATIONSHIPS AND ADOLESCENT COMPETENCE AT SCHOOL -- INTRODUCTION -- DEFINITIONS AND CONCEPTUAL MODELS -- Defining Teacher-Student Relationships -- Defining Motivation at School -- Explanatory Models -- INTEGRATION AND EXTENSION OF THEORETICAL PERSPECTIVES -- Evidence of the Interactive Influence of Emotional Support and Expectations fromTeachers on Motivation -- Methodological Challenges -- Theoretical Challenges -- REFERENCES -- 3. UNDERSTANDING DISCORDANT RELATIONSHIPS BETWEEN TEACHERS AND DISRUPTIVE KINDERGARTEN CHILDREN: An Observational Study of Teachers' Pedagogical Practices -- INTRODUCTION -- PERSPECTIVES ON GENDER DIFFERENCES -- PRESENT RESEARCH -- METHOD -- Sample and Selection -- Measures and Procedures -- Analyses -- RESULTS -- DISCUSSION -- REFERENCES -- 4. AN OBSERVATIONAL STUDY OF TEACHERS' AFFILLIATION AND CONTROL BEHAVIOURS TOWARDS KINDERGARTEN CHILDREN: Associations with Teacher-Child Relationship Quality -- INTRODUCTION -- Interpersonal Theory -- Developmental Systems Model of Teacher Child Relationships -- Child Characteristics and Teachers' Interactive Behaviours -- PRESENT STUDY -- METHOD -- Sample and Selection -- Instruments -- Analyses -- RESULTS -- DISCUSSION -- Qualifications.

NOTES -- REFERENCES -- 5. ELEMENTARY TEACHERS NEED TO RECOGNIZE BULLYING BEFORE IT PEAKS AT THE MIDDLE SCHOOL -- INTRODUCTION -- Bullying is Developmental -- Perceptions of Students -- STATEMENT OF THE PROBLEM -- Research Question -- METHODS -- Background Information -- Population -- Sample Size -- Instrumentation -- Description of Instrument by Sections -- Instrument Reliability and Validity -- Data Collection -- Data Analysis -- LIMITATIONS OF STUDY -- RESULTS -- Teacher Demographic Variables -- Where, What Grade, and How Often Teachers Intervene? -- What Students, Parents and Teachers Should Do to Prevent Bullying -- DISCUSSION -- Significance of the Study -- Future Studies -- Final Comments -- REFERENCES -- SCHOOL ORIENTED -- 6. EXPLORING PATTERNS OF INTERPERSONAL RELATIONSHIPS AMONG TEACHERS: A Social Network Theory Perspective -- INTRODUCTION -- SOCIAL CAPITAL THEORY -- SOCIAL NETWORK THEORY -- SOCIAL NETWORK MECHANISMS -- THE CONTENT OF NETWORKS IN SCHOOLS -- The Content of Resources Affects the Structure of a Social Network -- NETWORK FORMATION IN SCHOOLS -- Characteristics of Individuals, Relationships, and Context Shape Social Networks -- Individual Behaviour Shapes Social Networks -- NETWORK EFFECTS IN SCHOOLS -- Network Structure Affects Teacher and School Outcomes -- FUTURE DIRECTIONS -- IMPLICATIONS FOR EDUCATIONAL POLICY AND PRACTICE -- REFERENCES -- 7. SCHOOL PRINCIPAL-STAFF RELATIONSHIP EFFECTS ON SCHOOL CLIMATE -- INTRODUCTION -- SCHOOL CLIMATE AND EFFECTIVENESS -- AFFECT AND WORK RELATIONSHIPS -- DATA AND METHOD -- Data -- Method -- FINDINGS -- DICUSSION -- Limitations -- Policy Implications -- NOTES -- REFERENCES -- 8. THE IMPACT OF TEACHER AND PRINCIPALINTER PERSONAL BEHAVIOUR ON STUDENT LEARNING OUTCOMES: A Large Scale Study in Secondary Schools of Cyprus -- INTRODUCTION -- METHODS -- Participants.

Dependent Variable: Student Achievement in Greek Language at the End of Grade 11 -- Explanatory Variables at Student Level -- Explanatory Variable at Classroom Level: Teacher Interpersonal Behaviour -- Explanatory Variable at School Level: Principal Interpersonal Behaviour -- RESULTS -- DISCUSSION -- REFERENCES -- APPENDIX A -- 9. THE ECOLOGY OF CURRICULUM ENACTMENT: Frame and Task Narratives -- INTRODUCTION -- FRAMING THE ARGUMENT -- METAPHORS FOR BRIDGING THE GAP -- ELEMENTS OF CURRICULUM ENACTMENT -- FRAME AND TASK NARRATIVES -- CLASSROOM ECOLOGY -- INTERPERSONAL RELATIONSHIPS -- IMPLICATIONS -- NOTES -- REFERENCES -- TEACHER ORIENTED -- 10. RELATIONS AMONG BEGINNING TEACHERS' SELF-REPORTED AGGRESSION, UNCONSCIOUS MOTIVES, PERSONALITY, ROLE STRESS, SELF-EFFICACY AND BURNOUT -- INTRODUCTION -- Background -- Sources of Aggression for Beginning Teachers -- The Present Study -- METHOD -- Participants -- Instrumentation -- Procedure and Analyses -- RESULTS -- Prevalence of Self-Reported Teacher Aggression -- Different Aggression Levels for Different Teachers -- Factors Which Relate to Teacher Aggression -- Teacher Differences on Correlates of Aggression -- DISCUSSION -- Limitations and Future Directions -- NOTES -- REFERENCES -- 11. STUDENTS' PERCEPTIONS OF THEIR TEACHERS' CLASSROOM MANAGEMENT IN ELEMENTARY AND SECONDARY SCIENCE LESSONS AND THE IMPACT ON STUDENT ACHIEVEMENT -- INTRODUCTION -- THEORETICAL FRAMEWORK -- Background of the Study -- Research on Classroom Management -- Definition of Classroom Management -- AIMS AND RESEARCH QUESTIONS -- METHOD -- Development of the Questionnaire -- SPCM in the Present Study -- RESULTS -- Validity and Reliability of SPCM -- Students' Perceptions of Teachers' Classroom Management -- Classroom Management and Student Outcomes -- DISCUSSION -- NOTES -- REFERENCES.

12. TEACHER-STUDENT INTERPERSONAL BEHAVIOUR IN THE TURKISH PRIMARY TO HIGHER EDUCATION CONTEXT -- INTRODUCTION -- THEORETICAL FRAMEWORK -- THE TURKISH CONTEXT -- METHOD -- Sample -- Instrumentation -- Analysis -- RESULTS -- Validity and Reliability of the Primary, Secondary and Higher Educational Turkish Versions of the QTI -- Students' Perceptions of Their Teachers' Interpersonal Behaviour in Terms of Scale and Dimension Scores -- DISCUSSION -- APPENDIX 1 -- NOTES -- REFERENCES -- 13. TEACHER-STUDENT INTERPERSONAL RELATIONSHIPS DURING THE FIRST YEAR OF SECONDARY EDUCATION: A Multilevel Growth Curve Analysis -- INTRODUCTION -- Teacher-Student Interpersonal Relationships (TSIR) -- METHOD -- Participants and Procedure -- Measure -- Data Analysis -- RESULTS -- Preliminary Analyses -- Multilevel Growth Curve Analyses -- DISCUSSION -- NOTES -- REFERENCES -- 14. LET'S MAKE THINGS BETTER: Developments in Research on Interpersonal Relationships in Education -- INTRODUCTION -- THE MODEL FOR INTERPERSONAL TEACHER BEHAVIOUR -- An Interpersonal Perspective on Teaching -- The Questionnaire on Teacher Interaction -- REFLECTIONS ON THE PAST -- Dimensions or Scales -- Circle, Dimension and Sector Labels -- Translation of the QTI -- CHALLENGE FOR THE FUTURE -- Measurement -- Non-verbal Behaviour and Relationships -- Interactions in Different Classes -- Coercive and Supportive Behaviour and Teacher-Students Relationship -- CONCLUSION -- Summary -- Implications -- NOTES -- REFERENCES -- NOTES ON CONTRIBUTORS.