Interpersonal Behaviors and Their Relationship to the Andragogical and Pedagogical Orientations of Adult Educators

Abstract

The objectives of the study were: (a) to determine the andragogical and pedagogical orienta tions of a selected group of adult educators; (b) to identify selected interpersonal behaviors of the adult educator sample and determine the relationship of these behaviors to andragogical and pedagogical orientations; and (c) to determine if the relationship between interpersonal behaviors and an andragogical orientation differed from the relationship between interpersonal behaviors and a pedagogical orientation.

The sample consisted of 197 Auburn University faculty and 103 Alabama Cooperative Exten sion personnel identified as experienced adult educators. The Educational Orientation Question naire was administered to determine the andragogical or pedagogical nature of the adult educator's orientations. The Fundamental Interpersonal Relationship Orientation Behavior Scale was administered to identify interpersonal behaviors of the adult educators. Questionnaires were returned by 167 subjects (55.7%).

Results of the study indicated that: beliefs and attitudes about adult education were significantly different for the andragogical and pedagogical groups; a significant relationship ex isted between interpersonal behaviors and the orientations of adult educators categorized as an dragogical ; the relationship between interpersonal behaviors and the orientations of adult educators categorized as pedagogical was not significant.