This analysis reveals the interpersonal styles Chinese teachers employ with students with special educational needs, suggesting implications for inclusive education.
Key Points
Teachers in China show high affiliation and low control in their interpersonal styles toward students with SEN.
A two-dimensional model with four factors—understanding, support, indulgence, and conflict—was developed for measuring teacher behavior.
Factors influencing teachers’ interpersonal styles include their qualifications and training in inclusive education.
The study constructs a conceptual framework to help teachers adapt their interpersonal approaches in inclusive education.