The affinity‐seeking of classroom teachers: A second perspective

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Abstract
This study examined strategies reported by 229 elementary and secondary school teachers as things they do to get students to like them and to like the subject matter they teach. The strategies were classified using Bell and Daly's typology of affinity‐seeking strategies, with substantial intercoder agreement in interpreting teachers’ responses according to those previously generated strategy types. The proportional use of various strategies, however, differed significantly from those reported by McCroskey and McCroskey as affinity‐seeking strategies which had been observed by teachers. Results of the present study indicated that teachers’ personal affinity‐seeking efforts differ in character from their subject affinity‐seeking efforts, that they feel less confident in getting students to like their subjects than to like themselves, and that the strategies that teachers consciously use to gain personal and—to an even greater extent—subject matter affinity appear to be drawn from a comparatively narrow range of affinity‐seeking options.

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