Past learning environment studies have shown the importance of teacher-student interpersonal behaviour in determining student learning outcomes. This study provides a distinctive contribution to learning environment research in that it investigated the relationship between student and teacher perceptions of teacher-student interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI) and teacher personality using the Myers-Briggs Type Indicator (MBTI). A sample of 108 teachers from eight secondary colleges (Grades 11 and 12) in Tasmania, Australia completed the MBTI and QTI and the students in one of the classes of each teacher completed the QTI. A greater positive association was found between teacher personality and self-perception of student-teacher interpersonal behaviour than between teacher personality and their students' perceptions. Teacher personality appeared to be consistently associated with teacher self-perception of being friendly, helpful, giving freedom, responsibility and opportunity for independent work in class, uncertainty, maintaining a low profile and being passive. Students' perceptions of their teacher's interpersonal behaviour were related to the personality of the teacher in regard to how much freedom and responsibility students thought they were allowed. The relative proportions of the 16 personality types of the MBTI in the sample were determined and the college teachers were heavily represented by TJ (Thinking-Judging) types of personality (47.5 percent).
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