Classroom‐control procedures used by relationship‐centred teachers

Over the last decade there has been considerable interest in teaching being characterized by a relationship‐centred approach to pupils. This study examines control practices engaged in by teachers who are perceived as relationship oriented. A questionnaire was constructed (derived from interviews with pupils) which required respondents to recall the ‘best’ and the ‘worst’ teacher they had experienced. Two hundred and sixty‐four grade‐nine pupils indicated the degree to which they considered each of a list of derived characteristics and practices applied to the teachers they remembered. Results indicate that teachers perceived as relationship‐centred engage in classroom‐control procedures characterized by the non‐abrogation of responsibility, fairness and calmness.