Systematic review on Interpersonal Teacher Behaviour Model
DOI:
https://doi.org/10.21703/0718-5162.v22.n48.2023.011Abstract
The MITB has shown how some teaching behaviors favor learning and the work environment in the European context. However, it is necessary to conclude regarding its characteristics and main results. The objective of the work was to characterize the research available in the main scientific databases and explore the relationship of the model with student academic results. A systematic review was carried out following the protocols suggested by the literature that included 62 articles for the last 12 years of research on the subject. The results showed that the research on MITB was concentrated in specific countries, was predominantly quantitative, conducted with secondary level students and using the QTI as an instrument. In addition, heterogeneous results were observed on the relationship between teaching behaviors and student performance. This reveals the potential future lines of research and aspects that need to be clarified more clearly.
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