Summa College

Qualitative ResearchStudyAction research investigating interpersonal teacher qualities in teachers teaching in

vocational education level 2

Jackson, Claire20-8-2013

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Contents1 Introduction.......................................................................................................................... 2

1.1 Problem analysis............................................................................................................21.2 Research objectives.......................................................................................................31.3 Practical relevance.........................................................................................................31.4 Scientific relevance........................................................................................................3

2. Literature review.................................................................................................................42.1Characteristics of level 1 & 2 students...........................................................................42.2Teacher qualities.............................................................................................................52.3 Purpose of the study and research question..................................................................6

3 Research design................................................................................................................... 63.1 Proposed methodology..................................................................................................63.2 Data sources:................................................................................................................. 73.2.i Students:...................................................................................................................... 73.2.ii Teachers..................................................................................................................... 83.3 Data collection techniques:............................................................................................83.4 Issues of reliability & validity.........................................................................................83.5 Data analysis and interpretation....................................................................................93.6 Work plan.....................................................................................................................10References:........................................................................................................................ 11Appendix 1......................................................................................................................... 13Appendix 2......................................................................................................................... 15Appendix 3......................................................................................................................... 17Appendix 4......................................................................................................................... 17

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1 Introduction Vocational education in the Netherlands accounts for the education of almost 50% of

the total student population (Nibud, 2012). Vocational colleges are currently faced with a number of challenges specific to this type of education. First and foremost, vocational education in the Netherlands is subject to an unacceptable drop-out rate (VSV-Verkenner, 2012). The number of students leaving vocational education without a diploma accounts for 6.9% of the total student population whereas the national total for drop-outs in general education is 0.9% (Ministerie van Onderwijs, Cultuur en Wetenschap, 2013). More level 1 & 2 students drop out than level 3 & 4 students. The Dutch government has a commitment to reducing the number of drop-outs by 40% (Ministerie van Onderwijs, Cultuur en Wetenschap, 2013). This will still leave 25 000 young people leaving school without a diploma in 2016. The most important reasons for wanting to reduce the drop-out rate is that young people without a starting qualification often fail to find paid work and are more likely to become involved in criminal activities than others (DeBell, Chapman, Kienzl, & Laird, 2007; Ritzen, 2008).1.1 Problem analysis

In the school year 2009 16.7% of the young chef’s (level 2) left Summa without a diploma, in 2010 this percentage rose to 21% (Ministerie van Onderwijs, Cultuur en Wetenschap, 2012). The results of the student’s survey looking at student satisfaction in vocational education in the Netherlands (Jobmonitor, 2012) show disappointing results for Summa Hospitality College. In contrast to the level 2 students, the students of the level 1 classes at Summa Hospitality College gave exceptionally high scores for both their teachers and the guidance: Class 1A gave 8, 9 & 10 for quality of teachers and contact with teachers, class 1B gave 9, 4 & 8,4 for the same. For guidance 1A gave 9,6 and 1B 8,0 (Jobmonitor, 2012). When asked in an open interview for an explanation, the mentors of the level 1 classes said the following:

Teachers structure their lessons in a manner suitable to this group. For instance, maximum of 10 minutes instruction followed by other work forms.

The rules in the classroom are clear for everyone and are kept by everyone during all lessons.

The teachers show interest in the student as a person. The teachers (particularly the mentors) show genuine care for the students’

wellbeing, without becoming too familiar. The teachers are passionate about the subjects they teach but are even more

committed to the success of the individual students. The teachers work as one team together, just five teachers teaching both classes

across a range of 5 subjects. The teachers communicate effectively and openly with each other about both the

curriculum and the students’ progress academically and behaviorally. The team is strong in positive affirmation.

There is a strong belief that a student who doesn’t (want to) perform well in some way is struggling and therefore needs help.

There is a conviction that the teacher has to want to work for the student. Finally it was suggested that there was a much lower expectation of self-efficacy

from level 1 students.

Summa College is committed to providing sound competence based education (CBE), improving student satisfaction and reducing the drop-out rate. Evidently this is being achieved with the level 1 students but not level 2 at Summa Hospitality.

International consensus is that teacher quality and student quality are the most important factors influencing student outcome (Hattie, 2005; Lesterhuis, 2010; McLarty & Moran, 2009; Pedder, 2006; Rowe, 2003; Schuit et al, 2011). Student quality cannot be influenced prior to intake. Student quality, in both cognitition and motivation, can be assessed prior to intake using standard intake testing. It is however not Summa policy to allow results to be used for selection. The results may prove to be useful in determining areas in which C. Jackson

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LA 5 2012-13students will need extra guidance. Teacher quality can be improved through teacher development. As teacher quality is the most important factor within the college’s range of influence, in gaining student satisfaction and reducing drop-out rates, it is essential to know which teacher qualities are key factors and to what extent they are present in the teaching team at Summa Hospitality.

1.2 Research objectives The first objective of this research is to assess the degree of satisfaction with aspects of

teacher-student relationships as experienced by both teachers and students. The second objective is to compare and contrast the views of teachers and students. The third objective is to determine whether the degree of student satisfaction in different aspects of the relationships differs between different categories of students, e.g. is it related to student age, gender, prior work experience etc. The final objective is to determine whether problem groups, e.g. older/younger students, can be identified.

The findings of this research should show which teacher qualities need to be further developed to achieve Summa goals regarding student satisfaction and drop-out rates. The findings will be used to develop made-to-measure teacher-training programs. The research will be exploratory in design.

1.3 Practical relevanceAn increased understanding of the cause of student satisfaction, followed up by

teacher-training programs geared toward developing the required interpersonal skills, should lead to improved student-teacher relationships and as a result, to a decrease in the drop-out rate. The potential practical relevance is therefore to increase student satisfaction and reduce the drop-out rate among level 2 students.1.4 Scientific relevance

Research has shown that teacher quality, and particularly interpersonal skills, are key factors in level 2 student satisfaction and their ultimate success. This study aims not only to test this theory in a practical setting, but also to determine whether there is a correlation between specific student groups and levels of satisfaction. Where a correlation can be found between, for example, student age and level of satisfaction with a specific aspect of student-teacher relationships, teachers should be offered special training geared toward dealing with specific needs of sub groups within a class.

In the following pages I will first discuss the relevant literature and previously conducted studies which relate to the target student group and teacher qualities required for this target group. I will then outline the methodology used to conduct the study. Finally I will discuss the results and their implications for teaching practice in Summa College.

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2. Literature reviewPrior to the qualitative study two questions will be answered which will help give focus

to the research. The first question is, what are the specific characteristics of students in vocational education and how does this influence their learning?

2.1Characteristics of level 1 & 2 studentsThe student population with vocational education level 1 and 2 consists of adolescents

aged between 16 and 23, occasionally older. Research has shown that the frontal brain, which influences memory and attention, only develops after the 16th year of life. This involves the attention span, control on impulses, method of selection, choice taking and decision making and filtering. Adolescents are not autonomous in their development of the frontal brain. Adolescents are affected by their environment, through their brain, in making choices, in the way in which they control their impulses and in the quality of their planning and prioritizing techniques (Jolles, 2007). It has been shown that the students taking part in vocational education are particularly vulnerable and have an exceptionally high chance of dropping out before achieving a diploma (Ritzen, 2008). It is evident that the way in which these students are educated should be adapted to meet their needs (Glaudé, 2012; Groenenberg, 2012). There is not one particular cognitive style or learning style which fits all vocational students. However, the learning style affects the type of learning and leads to either deep learning or a strategic or surface approach to learning (Evans, 2010). Level 1 and level 2 students are, as a rule rather than exception, likely to have a learning problem or come from a disadvantaged background (McLarty & Moran, 2009), neither of which will enhance deep learning, particularly bearing the average age in mind. Students in vocational education have shown to have a preference for lateral learning opposed to linear learning (Groeneveld & Van Steensel, 2009). Large numbers of these students have difficulty processing fragmented information. Up to 20% of the student population in vocational education has literacy problems. Vocational students are often passive in their learning process and need to be guided step by step by a teacher. Vocational students need teachers to help bring structure and help finding information (Groeneveld & Van Steensel, 2009). In general it can be said that vocational education students are less likely to succeed than students in other forms of education, but within the vocational student population level 1 & 2 students are the least likely to succeed (Ritzen, 2008).

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LA 5 2012-13Given that the target student group for vocational colleges consists primarily of these

high risk students, vocational colleges need to find a way of helping these young people as well as possible. Research suggests that improving the quality of the teachers is the best way to do this (Hattie, 2005). In order to improve the quality of teachers and teaching one first must determine which qualities are required when teaching this particular target group. The second question that arises is therefore, which specific teacher qualities are required of a teacher of vocational students level 1 & 2?

2.2Teacher qualities Teacher quality has been well researched across the complete range of education. The Dutch government introduced a law in which these qualities are distilled down to seven competencies (Onderwijs coorporatie, 2013) called the Law on professions in education, Wet BIO (Wet BIO, 2011). These are:

Interpersonal competence Pedagogical competence Subject and didactic competence Organisational competence Competence in collaboration with colleagues Competence in collaboration with third parties Competence in reflection and development

A number of researchers investigating teaching in vocational education have come to the conclusion that, on top of the qualities named above, teachers in vocational education need extra and specific skills to be able to serve their student’s needs (Glaudé, 2012; Groenenberg, 2012; Lesterhuis, 2010). It has also been shown that within vocational education there is a difference between the needs of level 1 & 2 students and those of level 3 & 4 students. For the purpose of this study the needs of level 1 & 2 students and the related teacher qualities will be looked at more closely. Researchers are agreed that interpersonal competence is a key factor in successful teaching in level 1 & 2 classrooms (Glaudé, 2012; Groenenberg, 2012; Lesterhuis, 2010). There are two main strategies applied at classroom level which lead to achieving learning targets. One is the didactic strategy including the work forms, use of materials and lesson content. The second is affective pedagogical strategy that focuses on the relationship between the teacher and the student. Student motivation is dependent on these strategies, which include mutual respect, trust and clear targets. Affective strategies are the result of the expectations of teacher and learner, and the reactions to behavior of both (Lesterhuis, 2010). It is thought that a positive affective state will contribute to better learning outcomes (Hallum,2012). In an affective learning environment feedback on specific learning activities is seen to be useful. Having to digest large amounts of theory is not seen to be useful (McLarty & Moran,2009). Lesterhuis (2010) found the following competencies to be essential when teaching level 1 & 2: being able to balance between flexibility and providing structure, creativity, social/interpersonal skills and reflective skills. On top of this a number of personal characteristics are needed such as affinity and patience with the target group, empathy and the ability to put the student before the learning goal. The teacher must put great emphasis on the affective relationship with the student. Glaudé & Van Eck (2012) have compiled a competence profile based on the seven BIO competencies in which they further elaborate on the interpersonal competencies: giving students personal attention, building a bond of trust with students and maintaining it, connecting with the student’s experiential world, positive communication (compliments and rewards), interest in the target group and maintaining and radiating calm. It could be argued that these competencies are required from all teachers, however, Glaudé & Van Eck found that teachers of level 1 & 2 students consistently and constantly have to apply these skills, for level 3 & 4 students this applies to a far lesser degree.

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LA 5 2012-13It has also been found that teachers who are not socially and emotionally competent

are more likely to suffer from a burn-out and that their learning environments can have harmful effects on students (Greenberg & Jennings, 2009).

Following on from this, it has been shown that if school satisfies the social, academic and aspirational needs, student’s satisfaction and involvement increases. Students with a strong sense of social connectedness and academic engagement are more likely to succeed and therefore less likely to drop out (Cowan & Gray, 2009). Research in America has shown that high levels of engagement in social activities (connected to the college) relates positively to student persistence (Hu, 2010). It has been shown that satisfaction with the course will also decrease the chance of dropping out (Harskamp, Jansen, & Suhre, 2007). In conclusion, the interpersonal competences of the teacher, the connectedness with the college and satisfaction with the course are key to student retention.

2.3 Purpose of the study and research questionThe purpose of this qualitative study is to discover which key teacher qualities are not

effectively used by the teaching team at Summa Hospitality. The research question is:

Do teachers make effective use of interpersonal skills when teaching level 2 students?

3 Research design

3.1 Proposed methodologyThis research study will take the form of an exploratory qualitative research design.

This research study aims to discover to what extent the key interpersonal teacher qualities are present in the level 2 teaching team of Summa Hospitality. In order to discover this it is necessary to know to what extent the teachers at Summa Hospitality are aware of and apply interpersonal affective skills which have been shown to increase student satisfaction and motivation. It has been shown that teachers, more often than not, have a different perception of their interpersonal affective skills than their students (Den Brok P. , 2009). It is therefore essential to verify the findings with student’s experiences of teachers. The results of the study should provide useful insights into the presence or absence of the required skills. As a result of the findings a personalized training plan should, where needed, be set up.

In order to answer the research questions a mix of research methods will be applied. The research will be qualitative and exploratory combining the following methods of data collection:

Questionnaire on Teacher Interaction (QTI) (Brekelmans, Den Brok, & Wubbels, 2006)to be completed by teachers regarding their perception of their own interpersonal competences. The teachers will be asked to fill this in twice, once regarding their perceptions of themselves, the second showing their ‘ideal’. These will later be used to compare the teacher perception, the teacher ideal and student perception. The results will be processed using the excel-list provided by the authors of QTI in which the results of the teacher and student questionnaires can be compared.

Open interview with teachers exploring their perceptions of their own use of interpersonal affective skills. The interview questions will be based on the QTI with the aim of clarifying and giving more depth of understanding to the respondents answers given in the QTI.

Questionnaire on Teacher Interaction (Brekelmans, Den Brok, & Wubbels, 2006)to be completed by students regarding their perception of existing teacher’s interpersonal competences. In addition to the existing questions a number of short background questions will be including giving insight into the group make-up. The results will be processed using the excel-list provided by the authors of QTI in which the results of the teacher and student questionnaires can be compared. The results will also be separately processed for specific student characteristics, such as age. These results will be used to show whether a

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LA 5 2012-13correlation can be found between specific student characteristics and general satisfaction.

Open interview with selected students exploring their expectations of teachers. The interview questions will be based on answers given in the questionnaire questions. For instance, if a student answers question 4” This teacher trusts us.” With score A = never. The student will be asked to explain in which manner this is evident to the student.

Observation of lessons. A selection of lesson observations will be made based on available time and responses from the QTI. A selection will also be made of the QTI questions to be used in a classroom observation list. The number of times a teacher shows a particular behavior will be noted. Only observable behavior will be noted, that is, question 36 ‘We learn a lot from this teacher’ is difficult to observe in a single lesson and will therefore not be included. Question 6 ‘If we do not agree with this teacher we can talk about it’ can be observed and will therefore be included. The number of items will be reduced to the most significant items regarding interpersonal behavior. The lessons will be videotaped providing a control ensuring that what was thought to be observed genuinely was observed. The video tape will also be useful when reporting back to respondents (teachers) with the findings, particularly when the teacher has a different opinion regarding his/her competence to the students’.

The aim is to understand how teachers perceive their own interpersonal competence regarding their level 2 students and compare this to how the students perceive the teachers interpersonal competence. Lesson observations will be used to verify the perceptions. Looking at levels of satisfaction within specific student groups will provide extra insight into which interpersonal skills are of value to specific student groups.

By exploring the expectations of both students and teachers, it should become evident what they expect from each other regarding teaching and learning. Whilst exploring the expectations I will also try to discover how both teachers and students think that their expectations can be met. By applying three different methods of data collection (triangulation) useful insights as to present practice and weaknesses should be gained. Based on these insights recommendations will be made on how to build on teacher qualities with a view to increasing student satisfaction, improving student outcome and reducing the drop-out rate.

3.2 Data sources:

3.2.i Students:Level 2 full-time students (as opposed to day-release), including both first and second year

students. The grounds for the choice for level 2 full-time is that these are the main target groups in which student satisfaction is low and drop-out rates are high. The classes will be:BOHK2.1 15 students level 2 kitchen staff, year 1BOHK2.2 15 students level 2 kitchen staff, year 2BOHG2.1 15 students level 2 host, year 1BOHG2.2 15 students level 2 host, year 2The exact number of students will be verified at the start of the school year.

Level 1 students will not be included as there is already a well-trained team working with level 1 students which is achieving excellent results (see introduction). Day-release students will not be included as these students are currently involved in another research program and they are less accessible with regard time. The choice of first year students is because there is a higher drop-out rate in the first year of the course, by including first year students the high risk students and possible drop-outs will be included in the data collection. Second year students will also be included as these have already successfully completed a year of education at the Summa College may feel more confident in voicing their opinions about the quality of the college and it’s teachers and should therefore be a useful source of information regarding perception and expectations.C. Jackson

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LA 5 2012-133.2.ii TeachersTeachers of level 2 students, including teachers of both practical and theoretical lessons. These teachers will have to consent to and actively take part in the study. Attention should therefore be paid to the introduction of the study so that teachers become aware of the benefits of participation. It has been agreed with the college management that the results of the study are not used by the college management to assess individual teacher’s ability and that confidentiality will be guaranteed. The aim is to be able to offer participating teachers made-to-measure training based on the findings. The college team leader has indicated an interest in using the findings to help improve the present review methods, that is, to help achieve a more structured approach to a continuous and sustained improvement of teachers skills in the classroom. To this end the results will be made anonymous before determining to what extent specific training could be offered.3.3 Data collection techniques:1. A choice has been made for collecting data through questionnaires as initial data collection

technique. Bearing time issues in mind, the use of questionnaires is the most efficient method to research opinions and views of both teachers and students (Baarda, De Goede, & Kalmijn, 2007).

2. Based on the results of the questionnaires a selection of student respondents will be made for further study, making use of (semi) open interviews. Data regarding behavioral intent, opinions and viewpoints of teachers can also best be collected through (semi)open interviews. The aim here is not merely fact gathering but gaining more insights as to how teachers and students perceive the way lessons are given and how this affects learning. Initial findings from questionnaires can be verified or explained using structured interview techniques. Moving on to open interview techniques will enable both teachers and students to voice opinions without the risk of responses being ‘led’ by the interviewer. In this manner the results obtained should give a genuine representation of opinions and as such solid grounds on which to base recommendations.

3.4 Issues of reliability & validity 1. Reliability:

a. use of existing questionnaire questionsi. the aim is to make use of the Questionnaire on Teacher Interaction (QTI)

which has been tried and tested in more than 20 research studies and have found to be reliable and consistent (Den Brok, P., & Van Oord, O. 2004). The interview questions are based on the QTI. In this manner any inconsistencies should be avoided

b. use of data from students from different year groupsi. students from year 1 may include more students who are at a high risk of

dropping out and will therefore provide invaluable data from this specific group

ii. students from year 2 may be more inclined to voice their opinions and will have more experience with the teachers, therefore be able to give opinions formed over a longer period

c. uses of data from teachers teaching different subjectsi. involving teachers of different subjects should reduce the risk of the

subject being the leading aspect rather than the teacher quality2. Validity:

a. questionnaire – QTI is already highly regarded as a valid instrument in the research community, the original version having first been produced in 1978 by Theo Wubbels and Hans Créton (Brekelmans, Den Brok, Van Tartwijk, & Wubbels,2006), it has since been adapted to specific types of education and to specific populations across the world where it has been used in over 150 scientific studies.

b. interviews – video / voice recording – tape transcripts will be written out and the relevant data summarized.

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LA 5 2012-13c. lesson observation – video recording – recordings will be used to recapitulate the

lesson and compare the perceived behavior of the teacher and the observed behavior. This will then form the basis for further discussion about the best next move regarding teaching development.

3.5 Data analysis and interpretation The QTI results will be scored on a five point scale using a score between 0 and 1. The

completed score-sheet will provide information regarding interpersonal skills which is then interpreted. The aim is, once the skills have been identified (either by presence or absence), to discover in which manner teacher qualities can be developed in order to facilitate an increased student satisfaction and a successful student outcome thereby reducing the drop-out rate. The management team will be asked to work together with the teachers to decide on the best way to proceed.

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3.6 Work plan

STEPS IN THE RESEARCH PLAN DEADLINE FOR COMPLETIONGaining access/getting permission to work at Summa Hospitality and have access to data, etc.

February 2013

Literature review 22 April 2013Design of research plan 22 April 2013Defining of sampling and setting up of selection criteria, etc.

27 May 2013

Submission of the proposal 10 June 2013Posting of questionnaires among second year level 2 students and teachers of level 2 full-time students

September 2013

Interviews with teachersPosting of questionnaires among first year level 2 students

October 2013

Processing completed questionnaires, grouping and coding of data, entering data into computer

November /December 2013

Interviews with students January/February 2014Transcribing interviews, grouping and coding of data, entering data into computer

February/March 2014

Testing of data analysis program March/April 2014Raw tabulations/draft analysis of qualitative data April/May 2014Analysis of data May 2014Report up of findings May/June 2014Presentation of final research product(s) June 2014

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References:Wet BIO. (2011, 2 22). Retrieved from wet-bio.nl: http://www.wet-bio.nl/

Jobmonitor. (2012, december). Retrieved from Jongeren Organisatie Beroepsonderwijs: http://jobmonitor2012.kiwi.qdelft.nl/

VSV-Verkenner. (2012, December 22). Retrieved from Ministerie van Onderwijs, Cultuur en Wetenschap: http://www.vsvverkenner.nl/landelijk

Baarda, D., De Goede, M., & Kalmijn, M. (2007). Basisboek Enqueteren. Groningen/Houten: Wolters-Noordhoff bv.

Brekelmans, M., Den Brok, P., & Wubbels, T. (2006, October). Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning Environments Research, 199-213. Retrieved from Learning Environments Research.

Brekelmans, M., Den Brok, P., Van Tartwijk, J., & Wubbels, T. (2006). An Interpersonal perspective on classroom management. In C. Evertson, & C. E. Weinstein, International Handbook on Classroom Management (pp. 1161-1191). Mahawn, N.J.: Lawrence Erlbaum Associates.

Cowan, E., & Gray, J. (2009, August 2). Wellbeing and Retention: A Senior Secondary Student Perspective. The Australian Educational Researcher, 2(volume 36), 119-145.

De Vrieze, I., Schuit, H. & Sleegers, P. . (2011). Rapport 27 Leerlingen motiveren: een onderzoek naar de rol van leraren. Heerlen: RdMC-OU. Retrieved from rdmc.ou.nl: http://www.ou.nl/documents/14300/fee4dbdd-7213-4daf-8b77-2ebd346ca1cd

DeBell, A., Chapman, C., Kienzl, G., & Laird, J. (2007). Drop Out Rates in the United States: 2005. Washington: Institute of Education Sciences.

Den Brok, P. (2009). De ideale docent is tolerand en gezaghebbend. Didaktief, 26-29.

Den Brok, P., & Van Oord, O. (2004). The International Teacher : Students' and Teachers' Perceptions of PreferredTeacher-Student Interpersonal Behaviour in Two United World Colleges. Journal of Research in International Education, 136.

Evans, C. E. (2010). Learning in higher education - how learning and cognitive styles matter. Teaching in Higher Education, 467-478.

Greenberg, M., & Jennings, P. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. REVIEW OF EDUCATIONAL RESEARCH, 491-525.

Groen, M. (2013, Maart 20). Centraal Bureau voor Statistieken. Retrieved from CBS: http://www.cbs.nl/nl-NL/menu/themas/onderwijs/publicaties/artikelen/archief/2013/2013-3801-wm.htm

Groenenberg, R., & Hermanussen, J. (2012). Docent in mbo niveau 1 of 2, een vak apart. ’s-Hertogenbosch/Utrecht: Expertisecentrum beroepsonderwijs.

Groeneveld, M., & Van Steensel, K. (2009). Kenmerkend MBO. Hilversum: Hiteq.

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LA 5 2012-13Hallum, S. L. (2012). Attention to Student Needs Mediates the Relationship Between Teacher

Emotional Intelligence and Student Misconduct in the Classroom. Journal of Psychoeducational Assessment, 320-329.

Harskamp, E., Jansen, E., & Suhre, C. (2007). Impact of degree satisfaction program on the persistence of college students. Higher Education, 207-226.

Hattie, J. (2005). What is the nature of evidence that makes. Research Conference 2005 (pp. 11-21). University of Auckland: acer.edu.au.

Hu, S. (2010, August 28). Reconsidering the Relationship Between Student Engagement and Persistence in College. Research in Higher Education, 97-106. Retrieved from Springer.

Jolles, J. (2007). Over brein en leren: Kwalitieit leeromgeving bepalend voor leerproces . Bij de Les, 42-45.

Lesterhuis, M. (2010). De docent competent De opvattingen van docenten die lesgeven aan mbo - niveau 1 en 2. Utrecht: Universiteit Utrecht.

McLarty, L., & Moran, R. (2009). Engaging all young people in meaningful learning after 16: A qualitative study. Manchester, U.K.: Equality and Human Rights Commission 2009.

Ministerie van Onderwijs, Cultuur en Wetenschap. (2012, Oktober). Aanval op schooluitva lConvenantjaar 2010-2011 Nieuwe voortijdige schoolverlaters Definitieve cijfers. Nederland.

Ministerie van Onderwijs, Cultuur en Wetenschap. (2013, Maart 17). Aanval op uitval. Retrieved from Aanval op uitval: http://www.aanvalopschooluitval.nl/

Ministerie van Onderwijs, Cultuur en Wetenschap. (2013). Bijlage VSV-brief 2013. Rijksoverheid.

Nibud. (2012). Intermediate vocational students and money. Utrecht: Nibud.

Onderwijs coorporatie. (2013, maart 24). Bekwaamhiedsdossier.nl. Retrieved from bekwaamheidsdossier.nl: http://www.bekwaamheidsdossier.nl/

Pedder, D. (2006). Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education.

Ritzen, H. (2008). Voordeur open, achterdeur op een kier. Twente: Hogeschool Edith Stein/Onderwijscentrum Twente.

ROC Eindhoven. (2012, december 9). Studentenpanel . Studentenpanel meting 2011-12. Eindhoven, Noord Brabant, Nederland: ROC Eindhoven.

Rowe, K. (2003). The Importance of Teacher Quality As A Key Determinant of Students’ Experiences. http://research.acer.edu.au/research_conference_2003/3 (pp. 15-23). Australia: Australian Council for Educational Research.

Van Eck, E., & Glaudé, M. (2012). Lesgeven aan leerlingen op mbo-niveau 1 en 2. Amsterdam: Kohnstamm Instituut.

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LA 5 2012-13Appendix 1Pre-questionnaire student information

1. Age2. Gender3. Level of secondary education4. Previous vocational education5. Work experience6. Living alone/with parent(s)7. Affinity to subject taught

Questionnaire questions interpersonal teacher behaviour (QTI)

1. This teacher has a sense of humour2. This teacher gives us a lot of freedom in the classroom3. This teacher has authority4. This teacher can’t keep the class quiet5. This teacher helps us with our work6. This teacher is quick to correct us when we break a rule7. We have to be silent in this teacher’s class8. If we have something to say, this teacher will listen9. This teacher thinks we can’t do things well10.This teacher determines whether students can talk or not11.This teacher trusts us12.This teacher is lenient13.This teacher seems dissatisfied14.This teacher bans us from doing certain things15.We have to follow this teachers rules16.This teacher is willing to explain things again17.This teacher is grumpy18.This teacher seems uncertain19.This teacher keeps an eye on us20.If this teacher gets angry it shows21.This teacher is friendly22.We can do what we want in this teacher’s class23.This teacher is fun24.This teacher threatens with punishment25.This teacher knows everything that goes on in the classroom26.This teacher complains a lot27.This teacher empathises with us28.This teacher lets us get away with a lot in class29.This teacher makes a bleak impression30.We know what to do with this teacher31.This teacher lets us fool around in class32.This teacher can take a joke33.It’s easy to make a fool out of this teacher34.This teacher can get angry35.This teacher is strict36.This teacher is patient37.This teacher is a good leader38.This teacher’s standards are high

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LA 5 2012-1339.This teacher’s class is unsettled40.This teacher holds our attention41.This teacher gets angry unexpectedly42.This teacher’s class is pleasant43.This teacher allows a lot44.This teacher nags a lot45.This teacher is hesitant46.This teacher is easy on students47.This teacher has high expectations48.This teacher acts confidently49.It’s easy to pick a fight with this teacher50.Even if we have to be quiet we still talk

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Appendix 2

Classroom observation form interpersonal teacher behaviour

Teacher behaviour No. of occurrences1 This teacher has a sense of humour

2 This teacher gives students a lot of freedom in the classroom

3 This teacher has authority

4 This teacher can’t keep the class quiet

5 This teacher helps students with their work

6 This teacher is quick to correct students when they break a rule

7 The students have to be silent in this teacher’s class

8 This teacher determines whether students can talk or not

9 This teacher is lenient

10

This teacher seems dissatisfied

11

This teacher bans students from doing certain things

12

Students have to follow this teachers rules

13

This teacher is grumpy

14

This teacher seems uncertain

15

This teacher keeps an eye on the students

16

If this teacher gets angry it shows

17

This teacher is friendly

18

The students can do what they want in this teacher’s class

19

This teacher is fun

20

This teacher threatens with punishment

21

This teacher complains a lot

22

This teacher lets students get away with a lot in class

23

This teacher makes a bleak impression

24

This teacher lets students fool around in class

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LA 5 2012-1325

This teacher can take a joke

26

Students easily make a fool out of this teacher

27

This teacher gets angry

28

This teacher is strict

29

This teacher is patient

30

This teacher is a good leader

31

This teacher’s class is unsettled

32

This teacher holds student’s attention

33

This teacher gets angry unexpectedly

34

This teacher’s class is pleasant

35

This teacher allows a lot

36

This teacher nags a lot

37

This teacher is hesitant

38

This teacher is easy on students

39

This teacher has high expectations

40

This teacher acts confidently

41

Even if students have to be quiet they still talk

Note: The number of items included in the above observation form will be adjusted to focus on the items which gave results with a high significance level in the questionnaire.

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LA 5 2012-13

Appendix 3 Dutch language QTI as used for students (enclosed separately)

Appendix 4Excel score sheet (Dutch language, enclosed separately)

C. Jackson