TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY

2002 ◽  
Vol 30 (5) ◽  
pp. 485-493 ◽  
Author(s):  
Jina S.Yoon
Keyword(s):  
Negative Affect ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Teacher Stress ◽  
The United States ◽  
Survey Method ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Relationships

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers

2018 ◽  
Vol 28 (5) ◽  
pp. 642-670
Author(s):  
Elise Swanson ◽  
Gary Ritter
Keyword(s):  
The United States ◽  
Third Party ◽  
Classroom Observations ◽  
Alternative Teacher Certification ◽  
Student Surveys ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Alternatively Certified Teachers ◽  
Teacher Student ◽  
High Needs Schools

One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

scholarly journals Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 420
Author(s):  
Sebastian Wachs ◽  
Anke Görzig ◽  
Michelle F. Wright ◽  
Wilfried Schubarth ◽  
Ludwig Bilz
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Bullying Victimization ◽  
Social Conflicts ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Willingness To Intervene ◽  
Parent Child Relationships

We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.

scholarly journals Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Peiyao Chen ◽  
Chenye Bao ◽  
Qiyang Gao
Keyword(s):  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Proactive Personality ◽  
Academic Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Academic Self Efficacy

A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; Mage = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.

scholarly journals Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

2010 ◽  
Vol 1 (2) ◽  
pp. 52-66 ◽  
Author(s):  
Maria Oreshkina ◽  
Katherine Greenberg
Keyword(s):  
United States ◽  
South Africa ◽  
Teaching Experience ◽  
The United States ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Underachieving Students

Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

scholarly journals Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Alexander Wettstein ◽  
Erich Ramseier ◽  
Marion Scherzinger
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Emotional Stability ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Classroom Disruptions ◽  
Student Relationship

Abstract Background Teacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher–student relationship, classroom management, and classroom disruptions. Methods In a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher–student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features. Results In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers' and students' perspectives. Conclusions The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.

The Impact of Curiosity on Teacher–Student Relationships

2020 ◽  
pp. 002205742094318
Author(s):  
Roque do Carmo Amorim Neto ◽  
Nancy Golz ◽  
Meaghan Polega ◽  
Douglas Stewart
Keyword(s):  
Online Survey ◽  
The United States ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Family Issues ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact ◽  
Common Barriers

The goals of this study were (a) to assess the unique contributions of curiosity and demographics to the teacher–student relationship and (b) to identify the most common barriers teachers experience when attempting to build positive relationships with students. A sample of 518 public school teachers from across the United States completed an online survey. The results show that curiosity and grade level predict teacher–student relationships. Students’ negative behavior, time constraints, large class sizes, family issues, and truancy were among the most common barriers to positive teacher–student relationships. The discussion includes theoretical and practical implications for educators and school leaders.

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