Abstract
Many theorists believe that the teacher's behavioral transactions with the student is the critical factor in teacher effectiveness. Webb (1971) states that, “The way a teacher behaves, not what he knows, may be the most important issue in the transmission of the teaching-learning exchange. The psychological behavior, the quality of how the teacher relates to the child, is perhaps the most important basis for the learning attitude held by the child.” Other researchers have similarly postulated that teacher behaviors affect self-concept development and school achievement. Some educators have begun to emphasize the central importance of the teacher in the student-teacher exchange process.
Educators need the kind of conceptual framework best offered by Transactional Analysis to understand the quality and types of pupil-teacher interactions. Therefore, this paper will develop a model for evaluating teacher behaviors and their effect on school learning.
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