Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students’ perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science‐related Attitudes were used as attitudinal measures. Significant associations between students’ perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.