Teacher Interpersonal Behaviour as Predictors of Primary School Students’ Affective and Moral Learning Outcomes

The present study examines primary school students’ perceptions of teachers’ interpersonal behaviour across four school subjects and explores their relationships with students’ affective and moral learning outcomes. Self-administered questionnaires, measuring teachers’ interpersonal behaviour, students’ attitudes toward their teachers, and their learning of attitudes and values from them, were distributed to a sample of 739 Primary Five and Six students in Hong Kong. Results indicated that students’ perceptions were predictive of both their affective and moral learning outcomes across the four subjects, indicating the significant role of teachers’ interpersonal behaviour in shaping primary students’ affective and moral learning.