Teacher Relationships Research Articles

The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color

AbstractRelationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.

‘I’m pretty sure we did every idea’: teachers’ experiences with external coaches and their relation to transformative learning

ABSTRACT In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers’ expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers’ experiences with external coaches and identified relational and resource aspects of coaching that supported or hindered teachers’ growth. In addition, data analysis showed how collaborative coaching relationships were related to teachers’ movement through the phases of transformative learning. This study has implications for how external coaches work with teachers as part of professional learning and illustrates the importance of rooting the coach–teacher relationship in a shared understanding of teachers’ context and lived experiences.

Externalizing the Executive Functions in Working Memory of Children with Attention Deficit Hyperactive Disorder

Around the globe, between 6 to 7 percent of children are diagnosed with ADHD, making it the most commonly diagnosed pediatric Neuro-developmental disorder. In India, ADHD is found to be a very under-researched topic. However, it does make learning difficult. Learning involves using the executive functions of the brain particularly the ability to focus, pay attention, engage with a task, and use working memory. This article will explain the effectiveness of externalizing the Executive Functioning of the Working memory of a child with ADHD. Various Intervention Strategies such as Yoga, Meditation, Cognitive Behavior therapy, Inclusive Classroom, and the introduction of Gamification in Academics can be used to create interest and Attention among children with ADHD. All the interventions act as Physical and Mental Stimulants. The inclusive setting paves way for assimilation and accommodation for Children with Attention Deficit Hyper-active Disorder. The heterogeneous group or the diverse learners in the inclusive classroom brings a change in the ADHD child, they try to adjust and be comfortable with their peers, and the teacher becomes a facilitator and teaches ADHD students using various strategies in the classroom. The teacher, student, and parent relationship becomes effective and is considered a golden triangle.

청소년의 사회적 위축 발달 궤적: 친구관계와 교사관계의 동시 및 지연효과

청소년의 사회적 위축 발달 궤적: 친구관계와 교사관계의 동시 및 지연효과

유아교사의 셀프리더십과 교수몰입이 직무만족에 미치는 영향

The purpose of this study was to find out the effects of early childhood teachers’ self-leadership and teaching flow on their job satisfaction, as well as to discover the mediating effects of social support on job satisfaction. The subjects were 357 early childhood teachers who had been asked four questionnaires. The findings of this study were as follows. First, this study revealed positive correlations among the variables of early childhood teacher’s self-leadership, teaching flow, job satisfaction, and social support. Second, this study showed that there were the effects of self-leadership and teaching flow of early childhood teachers on their job satisfaction. Third, there was a mediating effect of social support on job satisfaction of early childhood teachers based on the relationship of the early childhood teachers’ self-leadership and their teaching flow.
 The results of this study signify that self-leadership and teaching flow are important factors to enhance the quality of early childhood education and early childhood teacher’s expertise as well as early childhood teachers’ social support for young children’s development and teacher’s job satisfaction in their experiences.

Exploring patterns in South Korea students’ life satisfaction trajectories

ABSTRACT This research aimed to pinpoint unique trajectories in children’s life satisfaction, as well as explore the individual and contextual factors associated with these trajectories. The sample consisted of 2,602 children (50.4% boys) from elementary schools in South Korea. This study conducted the latent class growth analysis, identifying three distinct trajectory groups: low-level (5.5%), high-decreasing (26.0%), and mid-level (68.5%). Self-esteem, sleep duration, warm and consistent parenting, high academic achievement satisfaction, and high levels of friend and teacher relationship were significantly associated with membership in the high-decreasing group. Implications were discussed based on these results.

School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School.

School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices. Another aim was to identify, among the students' satisfaction variables, the main psychosocial predictors of dropout intention. Students (N = 1340) attending secondary schools in Sardinia completed Soresi's questionnaires on life satisfaction and self-efficacy. The data were analysed with a multivariate analysis of variance and logistic regression analysis. The results indicated that students intending to drop out of school scored lower on satisfaction with perceived support and satisfaction with peer and teacher relationships than their peers not at risk of dropping out. The logistic regression analysis showed that the most significant predictors of dropout intention were academic performance, satisfaction with the school experience, satisfaction in the relationships with teachers and with family members, and satisfaction with perceived support (26.9% of model variance). The results of this research thus indicate which areas could be addressed through prevention to improve well-being conditions in education.

Evaluation of Inclusive Education Programs in Kindergartens Stage in Light of Global Ethical Standards: The Perspective of Parents of Students with Disabilities

This Study aimed to assess inclusion education programs in the kindergarten stage in Jordan, focusing on global ethical standards from the perspective of parents of students with disabilities. The sample consisted of families with 66 disabled children enrolled in government or private kindergartens in Amman. To achieve this, the researchers developed a questionnaire evaluating the application of global ethical standards by integrated kindergarten teachers. The questionnaire comprised 27 indicators distributed across two dimensions: ethical standards related to the teacher's relationship with the disabled child and ethical standards related to the teacher's relationship with the family of the disabled child. The results indicated a high level of adherence to global ethical standards in integrated kindergarten education programs, with no statistically significant differences attributed to the type of kindergarten (government/private). The statistical analysis revealed elevated ratings for the ethical standards related to the teacher child relationship, except for the item "possesses classroom management skills in controlling and adjusting the behavior of disabled children," which received a moderate rating. Descriptive statistics for the ethical standards related to the teacher's relationship with the families of disabled children showed high levels overall, except for two items: "assists families in building family support networks with other families and benefits from them in developing their children's education process" and "has sufficient information about family support institutions, associations, and organizations providing assistance and facilities for families of disabled individuals and guides them to these resources," both rated at a moderate level.

Parent, Friend and Teacher Relationships Buffer against the Effect of Adverse Childhood Experiences and Mental Disorders among Adolescents in Urban Vietnam

ObjectiveThis study aimed to measure how these parent, friend and teacher relationships could mediate the associations between adverse childhood experiences (ACEs) and mental disorders. MethodA cross-sectional study was implemented on students at an urban multi-level school in Hanoi, Vietnam. A total of 1275 students were included in the study. The Depression-Anxiety-Stress Scale-21 items (DASS-21) and Adverse Childhood Experiences Questionnaire (ACE-Q) scales were used. The present study employed structural equation modelling (SEM) to investigate the potential mediation effects of different relationships on the associations between ACEs and mental health. ResultsThe rate of depression, anxiety and stress among students were 44.0 %, 35.6 % and 30.6 %, respectively. Overall, 19.7 % experienced one mental disorder, 15.2 % suffered two disorders and 20.0 % experienced three disorders. Parent-child, friend-friend and student-teacher relationships were determined to partly mediate the connections between ACEs and mental disorders among students. The mediating effects of the parent-child, friend-friend and student-teacher relationships accounted for 13 %, 4.4 % and 5.8 % of the total effect, respectively; and 15 %, 4.6 % and 6.1 % of the direct effect, correspondingly. ConclusionThis study highlighted that receiving good parent-child, friend-friend and student-teacher relationships independently affected adolescents’ mental health, as well as buffered the effect of ACEs on mental disorders.

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers

Abstract Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics.

Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis

Indigenous communities have a rich cultural heritage encompassing diverse ways of knowing, learning, and understanding the world around them. This mixed methods study utilized the explanatory sequential design to determine the level and relationship of the IP mathematics teachers' beliefs and teaching practices and gain a deeper insight into these beliefs and attitudes. There are 115 respondents for the quantitative phase, while 10 participants in the qualitative phase. Data were collected through survey and key informant interviews and were analyzed through mean, standard deviation, Pearson product moment correlation, and thematic analysis. Results showed that the IP mathematics teachers possess high levels for both beliefs and teaching practices, and a significant moderate positive relationship exists between the two variables. Qualitative data analysis revealed that teachers' beliefs include the ideal qualities of an effective mathematics teacher, respect for students' culture and background, and a constructivist approach to teaching. Teaching practices include discussing student performance and intervention during meetings, implementing culturally relevant approaches, technology, varied activities, and peer mentoring and coaching. Further, it is concluded that teachers’ belief, which influences teaching practices, is shaped by different environmental factors. It is recommended that IP mathematics teachers continue to participate in personal and professional development activities and strengthen collaboration and reflection.

The Mediating Effects of Work-Life Balance on the Relationship of School Heads' Leadership Practices and Teachers' Work Satisfaction

This study sought to determine whether work-life balance mediates the relationship between school leaders' leadership and teachers' job satisfaction. The descriptive-correlational research design was used in the study, which involved 176 randomly selected public school elementary teachers from the Division of Misamis Oriental, Philippines. The main data source for this study was a modified, and validated survey questionnaire. The study found that most respondents were female and that the 31-45 age bracket is particularly well represented. Furthermore, the prevalence of Teacher I positions suggested that the study sample was primarily composed of entry-level teaching roles. In terms of service years, those with 6-10 years were the largest group. However, in terms of civil status, the results revealed a predominance of married people. The most common category of children is those with 2-3 children, and the most common income category is 25,001-30,000 per month. In addition, work-life balance does not differ significantly by gender, age, service years, civil status, children, or income level. It implies that different groups may have unique needs and preferences for maintaining and achieving work-life balance. Furthermore, no direct correlation has been found between work-life balance and satisfaction; therefore, school administrators must investigate this relationship further. The indirect, direct, and total effects were not statistically significant, suggesting that work-life balance does not mediate the relationship between leadership and job satisfaction. Schools and educational institutions can investigate further the benefits of focusing on leadership development programs that improve leadership skills and practices to positively influence teacher satisfaction.

Modular Learning in Times of Pandemic: Elementary Teachers’ Commitment and Learners’ Performance

This quantitative, descriptive-correlational study was conducted among 50 completely enumerated teachers handling the modular learning of pupils in the public elementary schools of Arakan North District, Cotabato, Philippines. It utilized weighted mean, Pearson r, and multiple regression to analyze their commitment level; their pupils’ performance level; and the relationship and influence of teachers’ commitment on the pupils’ performance, respectively. The results revealed a significantly high relationship between the delivery of learning materials and pupils’ performance, and between retrieval of learning materials and pupils’ performance. Also, there was a significant relationship between the provision of learning materials and pupils’ performance, and between the reproduction of learning materials and pupil’s performance. Overall, teachers are encouraged to continue their committed nature; sustain and enhance the spirit of volunteerism; and be prompt in the distribution and collection of self-learning materials. Implications of modular learning in basic education, even in post-pandemic times, were given importance and discussed comprehensively.

Structural Relationship of Teachers' Interaction Styles Based on Social Adaptability, Psychological Hardiness, and Academic Achievement Motivation with Mental Health Mediation in Eighth Grade Female Students

Structural Relationship of Teachers' Interaction Styles Based on Social Adaptability, Psychological Hardiness, and Academic Achievement Motivation with Mental Health Mediation in Eighth Grade Female Students

How a Collaborative Parent–Adapted Physical Education Teacher Relationship Developed: A Retrospective Case Study

Purpose: To explore the relationship between a mother and adapted physical education (APE) teacher. Method: A retrospective, qualitative case study approach was utilized. Semistructured interviews with the mother, child with Down syndrome, and APE teacher were conducted. Results: Four themes were extracted from the data: (a) “[APE] is perfectly normal”—value of APE, (b) “Education is power and key”—the importance of understanding, (c) “Whatever it takes to be a part of Sam’s day”—involvement in APE and PA, and (d) “Know your tribe and love them hard”—building strong relationships. Discussion: Findings suggest that parents and APE teachers have influence and contribute to the development of a collaborative relationship. From parents, parental value and importance toward APE were seen as facilitators. And from APE teachers, their communication by sharing visualizations of what occurs at school and their predispositions toward parents, such as competence and respect, were regarded as facilitators.

Concurrent Triangulation Study on the Impact of Teacher’s Attunement and Academic Leniency to the Career Success of the Psychology Students

Aim: The researcher has decided to pursue a study to look at the possible impact of teachers’ attunement and academic leniency to the career success of their learners’ career success. At the present situation where people are placed in the same boat gliding in the crisis, it must be difficult to build relationships especially in a virtual classroom where teachers no longer meet with the students face-to-face. Possibility of getting to know each student and establishing rapport may turn out to be not only hard but nearly impossible. Methodology: This research design engages a single study which includes qualitative and quantitative data collection done at the same time. The rationale behind this study is to scrutinize the findings generated by each method through the evidence that came from both type of data collection (Andrew & Halcomb, 2009). It is characterized by two or more methods which is used to sanction, cross-check, or substantiate findings within a study. Results: Result shows that there is a significant difference in the Student Teacher Relationship Scale (STRS) score to the job affiliation which means that the setting of work has something to do with the closeness of former student to the teachers. Results revealed that among all the demographic profile of the respondents, there was no significant difference to the Career Resource Questionnaire (CRQ) Score. Conclusion: In terms of the impact of teachers’ attunement and academic leniency in the career success of the students, they have disclosed the following details. It appears that some students find confidence in their job because of the teacher who understood their needs when they were studying. Some of the respondents claimed that they lack the learned skills they should have learned during the time when they were studying because they did not take it seriously and they only pass out mercy. There are students who shows great respect, gratefulness, and admiration to the teachers who gave them a chance by passing them despite their poor performance. For others, the impact is on the fear of work criticism because they are not competent enough to do their work. There are respondents who just want to pay forward their professors by doing something good to others because they were shown great kindness. On the contrary, there are students who lack their self-esteem because they are not confident with their skills. And finally, there are those who show high appreciation of the subject after almost failing it because they now understand the value.

“함께하는 힘이 이렇게 세구나!”: 달빛초 세계시민교육 교원 연구팀의 협력적 관계구조 형성에 관한 질적 사례연구

This qualitative case study explored the collaborative relational structure of a research team of educators at Moonlight primary school (pseudonym), which enabled the mainstreaming of global citizenship education(hereafter, GCED) into the school over the past three years. To do so, this research employed the relational AGIL scheme(Donati, 2022) as a theoretical framework to analyze changes in the purpose, values, means, and norms of the research team’s relational structure. The findings revealed that the research team underwent transition from an initially contrived collegiality to a later reciprocal one, with the turning point marked by a change in leadership. The late-stage research team’s reciprocal relational structure was characterized by a pursuit of situational goals (G) related to the mainstreaming of GCED at Moonlight primary school, grounded in values of mutual respect(L), a sophisticated planning of various means(A) meticulously designed for mainstreaming GCED, and an emphasis on ethical responsibilities within teacher relationships(I), forming an AGIL relational structure. The key mechanism in shaping this reciprocal relational structure(AGIL) was the relational reflexivity of the research team members. They, as relational subjects, were able to recognise the relational order of reality, that is, we-‘relation’, a third entity constructed by team members that remains invisible but embodies the potential for teacher collaboration.

Achievement Motivation among Students in Indonesia: What is the Role of Teacher-Student Relations, Peer Relations and Moderation of Collectivist Culture?

Although there is much research related to students' achievement motivation, there is still very little research involving social relations at schools and the role of culture in these studies. This research analyses the relationship between teacher-student relations, peer relations, and achievement motivation, as well as whether collectivist culture moderates the relationship between teacher-student and peer relations on achievement motivation. Data was collected using a questionnaire adapted from the Student Teacher Relationship Scale (STRS), the Quality of Relationships Inventory (QRI) Scale, the Individualism-Collectivism Scale (ICS), and an achievement motivation scale. Data analysis used multiple regression analysis and the F. Hayes moderation test. An unexpected finding from this research is that the collectivist culture does not significantly moderate the relationship between teacher-student relations and achievement motivation; the collectivist culture does not significantly moderate the relationship between peer relations and achievement motivation, even though collectivist culture should have a strengthening effect on social relations of achievement motivation. The research results provide essential findings; namely, there is an indication of the transformation of cultural dimensions in the Z Generation who were participants in this research, so that the cultural dichotomy of individualism and collectivism becomes meaningless in the relationship among teacher-student relations and peer relations with achievement motivation. This research provides essential information on the development of science and future researchers to conduct a more comprehensive study of the dichotomy of the cultural dimensions of individualism and collectivism by involving two countries with different cultural backgrounds because cultural transformation is possible.

Adolescents and Retaliation Coping with Cyberbullying: Do Individual and Social Factors Matter?

Cyberbullying has been linked with a host of negative outcomes for adolescents. This study explored the role of child-parent-teacher-peer relationships (external social factors) and self-esteem and assertiveness (individual factors) in predicting the use of a retaliation coping strategy among adolescents. The study employed a cross-sectional research design, and a total of 778 secondary school adolescents aged 14 to 18 completed a self-report questionnaire. Results showed that adolescents with higher levels of self-esteem reported less likelihood of using the retaliation coping strategy in dealing with cyberbullying, while adolescents with greater levels of assertiveness reported a high likelihood of using retaliation. It was also found that older male adolescents are less likely to report the use of retaliation compared to female adolescents. Also, older adolescents who reported more positive parent-child relationships are more likely to use retaliation. Results further showed that highly assertive adolescents with more positive teacher relationships are less likely to use retaliation. Findings suggest gendered and age-specific education and intervention programmes that promote positive adolescent relationships with parents and teachers and responsible online assertiveness skills to cope with cyberbullying.

JEJARING PENDIDIKAN ISLAM; PROSES PEMBENTUKAN RELASI GURU DAN MURID PESANTREN DI KABUPATEN ACEH SINGKIL

The role of the three Syekh Muda Waly students at the Darussalam Islamic Boarding School is crucial in the social and religious life of the community in Aceh Singkil Regency. They are Abu Bahauddin Tawar (1927-2008), Abu Zamzami Syam (1923-2013) and Abu Baihaqi (1931-2015). Interestingly, although the three have different educational characters, they studied at the Darussalam Islamic Boarding School led by Abu Syekh Muda Waly Al Khalidi (1961). Abu Sheikh Muda Al-Khalidi inherited religious knowledge such as fiqh monotheism of Sufism and the sanad of the Naqsabandiyah Khalidiah order. Through an actor-network theory (ANT) approach, this research attempts to map the process of forming student and teacher relationships between the three ulama and Syekh Muda Waly. The results of this research show. (1) The relationship between teacher and student is formed through scientific networks and tarekat sanad. (2) This relationship also impacts learning in the three Islamic boarding schools, which have the same curriculum structure and emphasize understanding fiqh, monotheism, Sufism, da'wah science, and tool science. (3) Such relations also make Darussalam the axis for scientific institutions in the three Islamic boarding schools. It is common for several students who have completed tsanawiyah or Aliyah education at the three Islamic boarding schools to continue to deepen their knowledge at the Darussalam Islamic Boarding School. This relationship shows the role of Abu Syekh Muda Waly Al-Khalidi and Islamic Boarding School Darussalam in building a scientific network within the social context of the Aceh Singkil community