Effect of Teacher Interaction on Self-Regulatory Engagement: Pakistani Trainee-Teachers’ Perspective

Quality of teaching in teacher education programs have been subject to criticism. Present study aimed to investigate one of the key elements of quality teaching, the teacher interpersonal behavior and its impact on pre-service teachers' Self-regulatory engagement. Data were collected with two extensively used instruments Questionnaire on teacher interaction QTI and Motivated strategies for learning questionnaire MSLQ. Data analysis revealed that only two of the dimensions have significant negative effect on self-regulatory engagement of trainee-teachers.