Education Students, Pre-Service and In-Service teachers’ perception of their interaction in classroom and their suggested or used strategies to develop the quality of relationship with students

The purpose of this research is firstly to examine the general profile of Education Students', Pre-Service, and In-Service teachers' perceptions towards their interaction behavior in the classroom. Secondly, the knowledge and practices that Education Students, Pre-Service, and In-Service teachers use to improve or sustain the relationship with students have been investigated. Finally, the link between self-reported interaction behavior and theoretical/practical knowledge has been explored. In order to get a better understanding of the results, a mixed-method approach has been utilized. 56 multinational people answered the Australian version of the QTI questionnaire and 9 participants attended the interview. The results of interpersonal self-evaluation reports in the quantitative section showed that the participants considered themselves to have the highest Understanding of interactional behavior with students, which has also been resembled in the qualitative research results. Put it another way, the suggested or used strategies targeted Understanding students were more important than the other scales in the qualitative section. However, the In-Service group had a significantly higher mean on the Understanding scale than the Education Students in the quantitative phase. The second highest self-reported interaction behavior that appeared from the quantitative results was Helping/Friendly. At the same time, this scale has also appeared as the second frequent interaction from the participants in the qualitative phase. Leadership and Responsibility/Freedom interaction behaviors appeared as the third and fourth highest means, respectively, according to the self-report of quantitative results from participants. The emergence of these scales at the third and fourth levels of importance can explain the reason they each appeared as the least frequent in the qualitative phase