Preferred Teacher-Student Interpersonal Behavior: Differences Between Polish Primary and Higher Education Students’ Perceptions

This study investigated differences between students’ perceptions of their best teachers in primary and higher education in Poland. Teacher behavior was conceptualized in terms of the teacher-student interpersonal relationship and described in terms of eight behavioral sectors – leadership, helpful/friendly, understanding, student responsibility/ freedom, uncertain, dissatisfied, admonishing and strict – and two independent dimensions called Influence (teacher dominance vs. submission) and Proximity (teacher cooperation vs. opposition). Data were gathered from 199 higher education students, 173 students from a higher vocational institute and 26 students from one university, and 105 primary education students. Results indicate that while preferred teaching in Poland is perceived in a similar fashion as in other countries, differences can be found across the educational contexts of interest.