Abstract
The review paper consists of five parts. First, a brief characteristic of the main trends in research in classroom interaction is explained.
Second a detailed presentation of the personality theory based on the Leary models of interpersonal behavior, including its educational implications. Third part describes assessment methods, i.e. standardized observation or Questionnaire on Teacher Interaction.
The fourth part summarizes the findings of the research of teacher interpersonal behavior (determinants: gender, ethnicity, years of teaching practice of a teacher, teaching subjects, grades, class composition, classroom climate etc.). The fifth part discusses the limits of the methods of assessment of the interpersonal behavior of teachers.