Teacher-pupil-parent triads: A typology of interpersonal interaction in the context of learning a musical instrument

Abstract

The main objective of this research was to create a typology of teacher-pupil-parent interpersonal interaction in the context of learning a musical instrument. Three hundred and thirty-seven teacher-pupil-parent triads participated in the research, completing a survey measuring “control” and “responsiveness”. Factor analysis revealed a number of underlying interpersonal dimensions. A cluster analysis was carried out, using control and responsiveness factors as predictors of cluster membership. A model of six distinct interaction types was revealed and validated with in-depth interviews with teacher-pupil-parent triads representing each cluster. Clusters 1, 2 and 3 were each conceptualised as a primary dyad plus a third party, while Cluster 4 was represented as two primary dyads connected by one common member. Cluster 5 was characterized by very little communication between any two of the three individuals, while Cluster 6 was characterized by reciprocity amongst all three participants. This model of interaction types provides a framework within which teachers may interpret their own teacher-parent and teacher-pupil experience, potentially empowering teachers to alter their interaction patterns when migration from one cluster type to another is deemed to be appropriate in terms of enhancing learning or teaching outcomes.

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