An examination of the effects of children’s gender and behavioral problems on the quality of teacher – children relationships

Abstract

The goal of the study was to examine and provide exploratory findings regarding the effects of child gender, gender socialization perspective, and child behavioral problems (i.e., internalizing and externalizing) on the quality of teacher-child relationship. Gender socialization perspective posits that girls tend to be more develop relationships characterized by emotional and physical closeness, whereas boys tend to be more focused on establishing conflictual or agressive and have more extensive, activity-based relationships with other boys. The study was conducted using data from one first grade classroom teacher and fifteen first grade students in Edgelea Elementary School in Lafayette School District. The teacher was asked to complete the Student-Teacher Relationship Scale and the Social Skills Rating System-Behavioral Problems subscale. The study has revealed that girls had a closer and less conflictual relationship with their teacher as compared to boys and there was a strong negative correlation between the quality of teacher-child interaction and child’s behavioral problems. Furthermore, the results of this study have partially supported the gender-socialization perspective.