Identification of Teacher Interpersonal Relationship Behaviors Related to High School Hispanic Student Success

This study investigated high school Hispanic students ’ perceptions of their mathematics or science teacher’s interpersonal relationship behaviors. The Questionnaire on Teacher Interaction (QTI) was completed by 572 high school Hispanic students in Georgia. Of these, 259 high school Hispanic students identified the teacher interpersonal relationships behaviors of their mathematics teacher and 313 students identified the behaviors of their science teacher. Ratings obtained from high school Hispanic students in a district with a large percentage of high school Hispanic students whose scores on the Georgia High School Graduation Tests (GHSGT) exceeded the reported state pass/pass plus percentage, and ratings from high school Hispanic students in a district with a low percentage of high school Hispanic students whose scores on the GHSGT were below the reported pass/pass plus percentage for Hispanic students were compared. Differences between ratings obtained in science and mathematics classes were also compared for discussion using descriptive statistics and statistical analysis. Further statistical analysis of the relationship among demographic factors, parental/community factors, and self-