The Affinity-Seeking of Classroom Teachers

AbstractDrawing upon the work of Bell and Daly (1984) in interpersonal contexts, affinity-seeking of classroom teachers was examined. Based upon data supplied by 311 elementary and secondary teachers, it was concluded that the strategies most commonly used by such teachers when seeking increased affinity with students are Physical Attractiveness, Sensitivity, Elicit Other's Disclosures, Trustworthiness, Nonverbal lmmediacy, Conversational RuleKeeping, Dynamism, and Listening. In contrast such teachers report litt le use of Inclusion of Other, Self-Inclusion, Reward Association, Concede Control, Influence Perceptions of Closeness, Similarity, Openness, Present Interesting Self, and Supportiveness. These results are interpreted within the framework of task relationships involving status differential. Directions for future research in this area are outlined. Additional informationNotes on contributorsJames C. McCroskeyJames C. McCroskey is chair and professor in the Department of Communication Studies at West Virginia University, Morgantown, WV 26506. Linda L. McCroskey is a graduate student in the Department of Communication at Arizona State University, Tempe, AZ 85281.Linda L. McCroskeyJames C. McCroskey is chair and professor in the Department of Communication Studies at West Virginia University, Morgantown, WV 26506. Linda L. McCroskey is a graduate student in the Department of Communication at Arizona State University, Tempe, AZ 85281.