Analysis

The analysis of responses from the Teacher Communication Behavior Questionnaire (TCBQ) typically involves statistical methods to draw conclusions about teachers’ communication skills. This analysis may include counting the frequency of positive or negative behaviors, evaluating the impact of communication behaviors on the learning experience, and comparing communication strategies across different teachers or educational environments.

Purpose

The main goal of the TCBQ is to improve the quality of teaching by enhancing teachers’ communicative effectiveness. Through the identification and evaluation of communication behaviors, teachers can better understand how their strategies affect the learning process and adjust their behavior to enhance student interaction and comprehension.

Scoring

The TCBQ is typically scored using a rating system that allows for a quantitative evaluation of teachers’ communication skills. Each questionnaire item is rated on a Likert scale (e.g., from 1 to 5), where participants assess the frequency or intensity of the teacher’s communicative behavior. The results are aggregated and analyzed to provide an overall picture of communication ability and the impact of communication on classroom learning conditions.

References

She, H. C. (1998). Interaction between different gender students and their teacher in junior high school biology classes. Journal of Proceedings of the National Science Council, Part D: Mathematics, Science, and Technology Education, 8, 16–21.
She, H. C. (1999). Students’ knowledge construction in small groups in the 7th grade biology laboratory: Verbal communication and physical engagement. International Journal of Science Education, 21(10), 1051–1066.
She, H. C. (2000). The interplay of a biology teacher’s beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research, 42(1), 100–111.
She, H. C. & Fisher, D. (2000). The Development and Application of the Teacher Communication Behaviour Questionnaire in Taiwan Science Classrooms. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19–23, 1999).
She, H. C. & Fisher, D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education, 84(6), 706–726.
She, H. C., & Fisher, D. (2002). Teacher communication behavior and its association with students’ cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63–78.
Matos, D. A. S., Leite, W. L., Brown, G. T. L., & Cirino, S. D. (2014). An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students. Psicologia: Teoria e Pesquisa, 30(2), 223–234.