The main purpose of the present study was to investigate psychometric properties of the Questionnaire of Teacher Interaction ((QTI), Lourdusamy & Khine, 2001) among Iranian Teachers. In this correlation study, 200 Teachers (100 males, 100 female) completed the Questionnaire of Teacher Interaction ((QTI)). The confirmatory factor analysis method and internal consistency were used to compute the (QTI)'s factorial validity and reliability, respectively. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the (QTI) consisted leadership, helpful/friendly behavior, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing and strict behavior had acceptable fit to data in the Iranian Teacher’ s sample. Internal consistencies for the scales of Questionnaire of Teacher Interaction ranged from 0/55 to 0/70. In sum, these findings provide evidence for the validity and reliability of the (QTI) as an instrument to measure model of interpersonal relation behavior among Iranian Teachers.

This study explores the motivational components within Teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to Teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on Teacher motivation, factors influencing Teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster Teacher motivation and job satisfaction through improvements in the rating system.

Teachers' Interaction and communication with students is one of the most important factors in learning environment which has significant and considerable influence on self-concept of students. The purpose of the present study was investigation of relationship between academic self-concept and Teacher communication styles in a sample of primary school students. For this purpose 263 (145 boys and 118 girls) fourth and fifth grade students in age range of 9 to 12 years old were selected randomly as the sample in form of multiple-stage clustering sampling method. The instruments were Questionnaire on Teacher Interaction ((QTI)) and Self Descriptive Questionnaire (SDQ). (QTI) evaluates eight characteristics of Teacher from students' viewpoints and SDQ assesses self-concept in seven separate dimensions and one general dimension. Reliability of the mentioned Questionnaire was obtained based on factor analysis and correlation with similar tests and its validity was determined through Chronbach alpha and retesting while desirable coefficients were resulted. Statistical analysis showed that self-concept of students is determined by Interaction styles. In other words, dimension of leadership was significant positive predictor and dimension of severity and rigidity was negative predictor of self-concept in students. Results of Pearson correlation also demonstrated a positive and significant relation between academic self-concept and cooperation and negative significant correlation between academic self-concept and dominance. Moreover there were statistical significant differences between boys and girls in self-concept and Teacher communication styles.

This study examined the association between Teacher educators’,personality traits and their interpersonal behavior at Farhangian University (Teacher Education University in Iran). A sample of 148 student Teachers majoring in Teaching English as a Foreign Language (TEFL) at two branches of Iranian Teacher Education University evaluated their Teacher educators’,interpersonal behavior by the Questionnaire for Teacher Interaction ((QTI)). The Teacher educators (N=17) also completed the (QTI) and the NEO Five-Factor Inventory (NEO-FFI). The results of correlational analyses indicated significant associations between educators’,personality traits and their interpersonal behavior. More associations were observed between educators’,personality and student Teachers’,perceptions of interpersonal behavior while fewer associations were observed between educators’,personality and the educators’,self-perceptions. Moreover, the results revealed that all educators’,personality traits except for Openness were significantly correlated with the two interpersonal behavior dimensions of Influence and Proximity. When stepwise regression analyses were done for the Influence dimension, the strongest model for prediction included Neuroticism and Conscientiousness while for the second dimension, Agreeableness emerged as the sole, significant predictor of educator Proximity.

Teacher Evaluation (TE) is a critical and controversial process in the teaching profession and formal education system. Effective TE requires both sound policy implementation and efficient processes, affecting the efficiency of the education system. To present a framework for research and highlight the constructs of TE, this study developed and validated a Teacher evaluation Questionnaire. To this end, seven TE components were identified after undertaking a comprehensive review of the literature and conducting interviews with domain experts on TE. Then a draft version of the TE Questionnaire, consisting of 105 items, was pilot tested with 330 Teacher evaluators, who were working for various English language institutes in Iran. The results, using Exploratory Factor Analysis (EFA), led to a 90-item Questionnaire with strong estimates of reliability and validity. The results also demonstrated that the Questionnaire consisted of a six-factor structure of perception, method, system, content, purpose, and outcome of TE. The subsequent Confirmatory Factor Analysis (CFA) of the data from another 360 Iranian Teacher evaluators, selected through convenience sampling, indicated that the six-factor structure of the Questionnaire was statistically supported, meaning that the Questionnaire’ s detected constructs were not the result of random variance in the participants’ responses. The results of the study have presented a framework for research and highlighted the principles of Teacher evaluation.

The aim of this study was to investigate the mediating role of satisfaction of basic psychological needs in the relationship between Teacher Interaction and students’ creativity. This study is a path analysis correlational research. The sample of the research included 250 students selected randomly. The participates answered Abedi’ s creativity Questionnaire (1984), Deci and Ryan's Basic Psychological Needs Questionnaire (2000) and the Questionnaire on Teacher Interaction ((QTI)) (Wubbels, 1993). Reliability (calculated by cronbach alpha) and validity (calculated by factor analysis) of every Questionnaire were obtained. The Results showed that four of eight Teacher Interaction’ s types had good fitness. The relationship between leading and uncertain types and creativity with the mediating role of the satisfaction of basic psychological needs was positive and significant and the relationship between understanding and responsibility/freedom types and creativity with the mediating effect of the satisfaction of basic psychological needs was negative and significant. The Results indicated that the satisfaction of basic psychological needs is a mediating variable in the relationship between leading, uncertain, understanding and responsibility/freedom types of Teacher Interaction and students’ creativity.

Objective: Teacher-student Interaction is the basis of education and one of the important elements of classroom management, and the interactive relationship can only be imagined between "agents". The purpose of this research was to design the optimal model of Teacher-student Interaction based on Teacher agency from the perspective of the Islamic approach (human as an agent). In this approach, human personality is mainly built through his action and agency, and his agency is based on basic cognitive, tendency and volitional principles. The Interaction based on the mentioned approach will be an asymmetric Interaction due to the difference in the level between the three principles of cognitive, tendency and volition between the Teacher and the student.Materials and methods: The current research method is qualitative and the research data was collected using semi-structured interviews with 17 experts in the field of philosophy of education, psychology and lesson planning who were familiar and proficient in the field of agency and and were selected using a theoretical sampling method were collected. Data analysis was done by thematic analysis technique of thematic network type. Using the 6-step method of Brown and Clark (2006), the concepts extracted from the data in the classes of primary codes (concepts), sub-themes (sub-themes) and main themes were analyzed by maxqda software and a schematic map was drawn from the data. Also, the validity of the findings was confirmed through the methods of triangulation in the method (re-examination of work methods) and triangulation in the researcher (reliability test between coders).Discussion and conclusion: The findings of the research showed that the desired model of Teacher-student Interaction based on agency consists of four main themes including cognitive, emotional, voluntary and behavioral, personality/identity/secretary. The cognitive or epistemological content includes the components of high-level thinking, scientific and rational validity, the position and role of the Teacher, and logical flexibility; emotional theme or tendency with components of acceptance and positive attitude, kindness (intimacy) and empathy; Voluntary and behavioral content including the components of decision on change of mind, cooperation and dialogue-oriented, the power to arouse the will of others, the content and manner of speech, acting on knowledge and desirable behaviors; And finally, the theme of personality/identity/secretary includes the components of personality stability and desirable qualities and temperament of the Teacher. The results of the present research showed that the asymmetric Interaction between Teacher and student based on agency - far from the two poles of Teacher-centered and student-centered - and by recognizing and welcoming the basics of Teacher and student agency, can be formulated in the sense that education and upbringing based on The approach of "man as an agent" is not Teacher-centered and will seek to shape and transfer knowledge to the student, nor is it student-centered that the Teacher is left aside only as a guide on the sidelines. Rather, a Teacher who conforms to this approach is rich and fruitful in cultural heritage (knowledge and human values) and plans and implements the process of education and upbringing at least by recognizing and at least by welcoming the triple principles of students' agency, and in all The mentioned steps always criticize and re-evaluate their actions by themselves and the students. It is suggested that the emphatic issue of authorized and unauthorized authority in the approach of "man as an agent" should be at the forefront of Teachers' professional activities, and dear Teachers should equip themselves as much as possible in the field of authorized content authority (knowledge, values and skills). and allow formal authority only in the shadow of content authority and with the collaborative formulation of classroom regulations and avoid any formal authority seeking that weakens or eliminates students' agency and one-sided Interaction. In fact, tending to content authoritarianism and avoiding formal authoritarianism is considered one of the necessities of the teaching profession.

Teacher factors encompass the Teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language Teacher immunity is one of the affective factors that determines the Teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ Teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL Teachers including 38 novice and 24 experienced Teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their Teacher immunity philosophy. The findings of the study indicated that while the novice Teachers considered external support as the main factor in their philosophy, the experienced Teachers regarded their internal strength as the decisive factor that influenced their Teacher immunity philosophy. The findings may have practical implications for Teacher education courses in foreign language contexts.

Objective: The purpose of this study was to determine the effect of Teacher psychological empowerment training program on Teacher Interaction, emotions and Teachers academic optimism. Method: with a quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 60 Teachers in the experimental groups (30 subjects in experimental group) and (30 subjects in the control group), before and after training, responded to the Questionnaire on Teacher Interaction ((QTI)), the Teacher Emotion Inventory (TEI), the Teacher Academic Optimism Scale (TAOA). The experimental group received 10 sessions of Teachers’,resilience training package (2 hour a session). Results: The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the psychological capital, Teacher positive emotion, Teachers’,academic optimism, adaptive dimensions of Teacher-student interpersonal relation model and job related positive emotions and in decreasing the Teacher negative emotions, job related negative emotions and non-adaptive dimensions of Teacher-student interpersonal relation model. Conclusion: In sum, the results of this study according to the theoretical and empirical background of the Teacher resilience study area show that in order to achieve the goal of Teachers’,psychological capital need to emphasize their psychological psychological empowerment. Teacher psychological empowerment as a comprehensive conceptual framework includes the fields such as relations, motivation and emotions. Therefore, the effort to shape the concept of Teacher resilience is made by increasing psychosocial resources. In these situations, on the one hand, Teachers’,vulnerability to stressors is reduced, on the other hand, it leads to Teacher thriving.