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The Model of Interpersonal Teacher Behaviour ( MITB ) provides a widely acclaimed framework for studying the student–teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross‐cultural adaptation procedures. The present study examined the cross‐cultural validity of the MITB within the Greek elementary education context. Semi‐structured interviews were undertaken with 6 teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and teachers.
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Charalampous et al. (2011) studied this question.
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