Teacher Relationships Research Articles

Pullin’ Notes Out

Abstract It is easy to fall into different modes of reading: books for pleasure, student papers for teaching. This essay considers what it might look like to read student work generously, arguing such generosity shifts a teacher's relationship to student writing.

SCHOOL TEACHER-PRINCIPAL RELATIONSHIP AND ITS IMPACT ON THE TOTAL QUALITY IN NABLUAS GOVERNORATE FROM THE TEACHERS' POINT OF VIEW

The study aimed at the relationship of school teachers with their principals and its impact on the total ideatifying in Nablus Governorate from the point of view of teachers, and to identify the role of the variables of gender, educational qualification and the science of residence and experience In order to achieve the objectives of the study, the researcher followed the quantitative descriptive approach and the qualitative descriptive approach, and used the questionnaire as a quantitative tool consisting of (51) items divided into four categories. It was applied to the study population consisting of (5250) male and female teachers, and a random sample of (362) male and female teachers was selected, and (7) female teachers were interviewed.The results showed that the reality of the school teachers' relationship with their principals and its impact on the total quality in Nablus governorate was of a high degree . Also, the results showed that there were statistically significant differences in the teachers' responses towards the reality of school teachers' relationship with their principals and its impact on the overall quality in Nablus governorate due to the gender variable in favor of male , On the contrary, there were no statistically significant attributed to the variable of educational qualification, years of experience and place of residence.The study concluded with the following recommendations based on the results, including: working on developing a model for strategic management to address problems after seeking teachers’ opinions, and working on adopting a system of strategic planning for total quality that commensurates with the needs of teachers

중학생이 지각한 부모의 양육태도와 삶의 만족도 간의 관계

Objectives The purpose of this study is to examine the longitudinal mediating effect of teacher relationship perceptions on the relationship between middle school students' perceived parenting attitudes and life satisfaction, i.e., to determine how parenting attitudes affect adolescents' life satisfaction over time through teacher relationship perceptions. This study provides a basis for developing programs for adolescent mental health and highlights the importance of the role of teachers in guiding adolescents' lives.
 Methods The study utilized three years of data from 2019(middle 1) to 2021(middle 3) from the middle 1 panel of the Korea Child and Youth Panel Survey(KCYPS 2018). The total number of subjects was 2,325, and the data was analyzed using an autoregressive cross-lagged model. This model has the advantage of being able to consider temporal antecedence, which is difficult to reflect in conventional cross-sectional models, verify the size of the auto-regressive coefficient, and estimate the effect after controlling the prior state of the mediator and the dependent variable when estimating the mediating effect.
 Results Positive parenting attitudes at the earlier time point were found to have a positive effect on teacher relationship perceptions at the later time point, while negative parenting attitudes at the earlier time point had a negative effect on teacher relationship perceptions at the later time point. This suggests that adolescents' perceived parenting attitudes may closely influence the formation of relationships with teachers. In addition, we found that teacher relationship perceptions at the earlier time point influenced life satisfaction at the later time point. This means that the extent to which adolescents perceive their relationships with teachers to be positive affects their subsequent life satisfaction. In other words, teacher relationship perceptions have a longitudinal mediating effect on the relationship between parenting attitudes and life satisfaction.
 Conclusions These results suggest that the parents’ parenting attitudes at prior time points are influencing middle school students’ life satisfaction at later time points. We can also predict that adolescents' life satisfaction may vary depending on whether they perceive their teacher relationships as positive or negative in this pathway.

Relationship of Teachers' Academic Guidance Competence and Students' Satisfaction at Secondary School Level

This study focused on the association between teachers' academic guidance competence and students' satisfaction at the secondary school level in district Mardan, KP, Pakistan. Teachers and students at government secondary schools provided data, and a quantitative survey, more precisely a survey-type research design was used. Based on the stratum-wise distribution of schools, stratified random sampling was used applying Krejesic and Morgan's table to calculate the sample size. In district Mardan, both urban and rural teachers and students from government secondary schools made up the study's population. A self-created questionnaire with a five-option Likert scale was used to collect the data. Supervisor feedback was utilized to guarantee face validity, and a pilot study was carried out to confirm reliability. Students' academic satisfaction, teachers' guidance competence, and the relationship between the two variables were examined by independent sample t-tests using SPSS V-22. In light of the importance of teacher-student interactions in secondary education, the study finds that excellent academic mentoring correlates to better levels of student satisfaction.

유아교사의 아동기 애착 경험이 유아-교사 관계에 미치는 영향

Purpose: This study investigated attachment experiences in childhood, psychological flexibility, and the level of preschooler-teacher relationships of early childhood teachers, and analyzed the effect of childhood attachment experiences on preschooler-teacher relationships based on verifying the mediating effect of psychological flexibility.
 Methods: A survey was conducted with 274 homeroom teachers in charge of infants aged three to five at a domestic Early Childhood Education institution. The collected data were calculated using the SPSS version 26.0 to calculate the mean and standard deviation. Pearson's correlation analysis was conducted to examine relations among the variables. Mediating effects were tested with Model 4 of the PROCESS macro for SPSS version 4.1.
 Results: First, the childhood attachment experiences of Early Childhood teachers, psychological flexibility, and the level of preschooler-teacher relationships were all above the middle range. Second, psychological flexibility partially mediated the influence of childhood attachment experiences of Early Childhood teachers on preschooler-teacher relationships.
 Conclusion: This research provides basic data on childhood attachment experiences, psychological flexibility, and the preschooler-teacher relationships of Early Childhood teachers and reveals a high positive influence relationship between these variables. This reveals that Early Childhood teachers need to mentally and institutionally support Early Childhood teachers in order to improve their childhood attachment experiences, psychological flexibility, and move preschooler-teacher relationships to a higher level.

Relationships of English Teachers’ Proficiency and Approaches to Students’ Phonological English Language Learning

Relationships of English Teachers’ Proficiency and Approaches to Students’ Phonological English Language Learning

Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools

This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to comprehensively understand the student-teacher dynamic by exploring both the academic and the affective side of the relationship from the perspective of the children. While prior research mainly focuses on secondary school students and mainly uses quantitative data, this qualitative study delves into the primary school context. Minoritized pupils, who attend supplementary schools in addition to their mainstream schools, provide a unique opportunity to examine student-teacher relationships across varied educational settings. Through 13 open ended in-depth interviews with a total of 29 pupils aged 9 to 12 attending both types of schools, the study uncovers which aspects of their student-teacher relationships the pupils perceive as supportive, in each setting. The findings reveal both shared and distinct experiences within different contexts, shedding light on the intricate interplay of expectations, teacher attitudes, and relationships. By investigating affective and academic dimensions of the student-teacher relationship from the experience of minoritized pupils, this paper adds to our understanding of the student teacher relationship. The insights emphasize the need to support the diverse needs of minoritized pupils in complex educational environments, offering recommendations for policymakers and suggesting future research directions.

Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand

This study examined the relationship of teachers’ intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive teaching practice scale. To supplement quantitative findings, 19 teachers from the total number of participants were included in the semi-instructed interview. By conducting factor analysis, intercultural sensitivity perceived by teachers with multicultural facilitation experience in northern Thailand was extracted into three components: interaction engagement, interaction confidence, and respect for cultural differences. The results from structural equation modelling indicate that teachers’ intercultural sensitivity significantly affects teachers’ perceived culturally responsive teaching practices with the largest coefficient size. This study also discussed the associations between teachers’ culturally responsive teaching practices and other significant background factors based on the local context, including school size, non-local student enrolment frequency, overseas travel experience, and the existence of intercultural colleagues.

Psychological Contract, Organizational Commitment and Relational Performance of College Teachers in Guangxi, China

This study aims to provide an in-depth study of the complex dynamics of psychological contracts among teachers at several different types of universities in the Guangxi region of China and their impact on improving relationship performance. Data were collected from teachers in comprehensive universities and vocational colleges through questionnaires. The study found that teachers' evaluation of psychological contract is closely related to their organizational commitment and relationship performance, among which organizational commitment plays a mediating role between psychological contract and relationship performance. There are certain differences in psychological contract, organizational commitment and relationship performance among different types of university teachers, but overall, they show a consistent trend. Based on the research results, a series of suggestions are put forward to promote the improvement of teacher relationship performance, with a view to providing reference for educational management and practice.

또래 및 교사와의 관계 예측요인으로서 팬덤활동, 스마트폰 의존, 부모양육태도

Objectives This study examined differences in fandom activities, smartphone dependency, perceived parenting styles(autonomy support and structure provision), and peer and teacher relationships between first-year middle school students in 2018 (pre-COVID-19) and those in 2021 (the second year of the pandemic). This study also examined the effects of fandom activities, smartphone dependency, and perceived parenting styles on peer and teacher relationships, the indicators of school adjustment, among first-year middle school students in 2018 and those in 2021.
 Methods Data from the first year of the 7th-grade panel (N=2,590) and the fourth year of the 4th-grade panel (N=2,275) of the 2018 Korean Children and Youth Panel Survey of the Korea Youth Policy Institute were used, and independent sample t-tests and hierarchical regression analyses were conducted.
 Results First, compared to first-year middle school students in 2018, those in 2021 exhibited significantly lower levels of fandom activities, parental autonomy support, parental structure provision, and peer relationships, along with higher smartphone dependence. Students’ relationships with teachers did not differ between the two periods. Second, autonomy support, structure provision, and fandom activities positively predicted peer relationships among first-year middle school students in both 2018 and 2021. Conversely, smartphone dependence had a negative effect on peer relationships in both years. Notably, the relative influence of structure provision on peer relationships was greater in 2021 compared to 2018. Third, autonomy support and structure provision positively predicted the relationship with teachers among students in both 2018 and 2021, while smartphone dependency had a negative effect in both periods. Fandom activities had a significant but small positive effect on students’ relationships with teachers only in 2018.
 Conclusions Implications are presented to support students transitioning to middle school in building positive relationships with peers and teachers in a rapidly changing environment.

잠재프로파일 분석을 통한 진로성숙도 및 학업성취도에 따른 중학생 유형 분류 및 영향요인 분석

Objectives The purposes of this study were to classify the latent profiles of Korean middle school students’ career maturity and academic achievement and also to explore the influence of relevant factors on the identified latent profiles.
 Methods For this purpose, 6,618 responses of the fifth band of the elementary 5 panel (9th grade) of Korea Education Longitudinal Study (KELS) were analyzed. The study analyzed the influence of variables such as personal characteristics, family environment, and school experience in predicting the latent profiles of middle school students' career maturity and academic achievement levels.
 Results The latent profiles of South Korean middle school students' career maturity and academic achievement were classified into five categories: lower career-lower academic group, upper group, middle group, lower group, and upper career-lower academic group. The forms of these profiles were found to be distinct. The verification of influencing factors revealed that gender, creativity, self-management, parental support, interaction with parents, attitude towards lessons, teachers' pressure for achievement, teacher relationships, and peer relationships all had significant impacts.
 Conclusions Based on these results, contemplation on the direction of middle school education in South Korea was discussed, along with academic understanding of the relationship between middle school students' career maturity and academic achievement. Additionally, implications for various support measures were also deliberated.

유아교사의 놀이교수효능감, 정서표현성, 교사 부모 협력이 교사 유아 상호작용에 미치는 영향

The purpose of this study is to investigate the relationship and relative influence of early childhood teacher’s play teaching efficacy, emotional expressiveness, and teacher-parent partnership that affect teacher-child interaction. The subjects for this study were 352 children aged 4,5 and Early childhood teachers in kindergartens and daycare centers in Busan and Gyeongsangnam-do. The collected data were analyzed through correlation analysis and stepwise multiple regression analysis using the SPSS 25.0 program. As a result of the study, first, there was a positive correlation between early childhood teacher’s play teaching efficacy, emotional expressiveness, teacher-parent partnership, and teacher-child interaction. Second, as a result of the relative influence on teacher-child interaction, belief in the efficacy of play teaching, a sub-factor of play teaching efficacy, was a significant positive predictor that predicted the greatest influence on all teacher-child interaction and sub-variables and seeking information, a sub-factor of teacher-parent partnership was second. In conclusion, this study is significant in that it analyzes teacher’s internal and external variables that affect teacher-child interaction together and this suggests that it can serve as basic data for developing measures to improve the quality level of teacher-child interaction.

Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia

When studying an educational system, the relationship between school and parents is one of its most important components. The literature shows that highly effective schools demonstrate good parent–teacher relationships, while schools with low effectiveness are generally characterised by a lack of good parent–school linkage. The purpose of the research carried out in this article was to identify the differences between parent–school relationships in highly effective and less effective primary schools in the autonomous community of Andalusia. Twenty-five interviews with members of management teams from both types of schools were analysed in order to understand the existing school reality. The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with entities of the educational community and parental complaints about the school are all factors that contribute to differentiate parent–school relationships between highly effective schools and schools with low effectiveness. The conclusions reached reveal that highly effective school management teams perceive greater involvement of parents and better parent–teacher association functioning. However, the people in the schools with low effectiveness highlight the complaints they receive from parents and the needs they present.

“Covid made me think about…” What really matters in RE: a European research project

Living and working through the challenges of a pandemic offered a unique research opportunity to engage with some core questions about what really matters in Religious Education (RE) in countries across Europe. The What Covid Reveals to Religious Education Specialists research project sought to provide a reflective space for RE specialists, drawn from the board members of the European Forum for Teachers of Religious Education (EFTRE), to consider their experiences of RE during the Covid-19 pandemic and to begin to articulate what they might want in the future for RE in light of their experiences. Areas explored in the online qualitative survey included: challenging questions and issues, social unrest, student–teacher relationships, learning scenarios, valued dimensions in RE, opportunities for the future, and ‘ideal’ RE. Respondents were from sixteen of the twenty-two countries present on the EFTRE Board, offering their individual perspectives from Western, Northern, Central and Southern Europe. Using the tool ATLAS.ti, an inductive analytical approach was employed; a number of key group ‘themes’ emerged from the responses, which provided a basis for further analysis. This paper will present some of the main findings in dialogue with the focusing research stimulus question: What does Covid-19 reveal to RE specialists about their subject? The project is a European collaboration involving researchers from Austria, Germany, Hungary, Ireland and Wales.

Trust in Schoolteachers: A Scoping Review Protocol

Student–teacher relationships are highly important issues in education. Trust between these actors seems crucial in terms of forming a pedagogical alliance. Studies also suggest that educational systems dominated by test regimes may reduce trust in teachers. In this protocol, we describe a scoping review that will map research on students’ trust in schoolteachers. Specifically, we will examine what research designs have been applied, whether trust is studied as a result of a process or as a cause that affects other factors, and finally, whether student–teacher trust is studied in a micro perspective, organizational perspective, or a societal perspective. Ten databases will be searched, including ERIC, CINAHL, Web of Science, and Scandinavian scientific databases.

Inventory of School Supports-Youth Report (ISS-YR): Development and Validation with Military-Connected Students

This study describes the development of a 12-item inventory of school supports for military-connected (MC) children. Participants were 444 students (grades 3 or 5) with an active-duty military parent (48% female; 57.3% White, 10.7% Black, 6.2% Native American, 5% Asian, 3.3% Pacific Islander, 17.5% bi/multiracial; 19% Latinx). Youth completed the Inventory of School Supports-Youth Report (ISS-YR) and measures of academic efficacy, parental involvement in school, school connectedness, and whether they had a non-parental supportive adult in their life. Parents reported on parent–teacher relationship quality. Confirmatory factor analyses supported a two-factor model (functional and relational support). Results psychometrically supported the ISS-YR. Scores demonstrated adequate internal consistency reliability. Results also supported the measure’s convergent and criterion validity as evidenced by positive associations with school connectedness, academic efficacy, parental school involvement, and parent–teacher relationship quality. Youth with a supportive adult in their life at and outside of school had the highest ISS-YR scores. Implications of these findings for schools’ efforts to support MC students are discussed.

Teachers’ attitudes toward physical appearance of middle school students and students’ academic achievement: the mediating role of student-teacher relationship

ABSTRACT The influence of a positive relationship with the teacher on students’ academic achievement is well established in the literature. However, little is known about how teachers’ sentiments regarding students’ physical appearance may influence this relationship. The purpose of this study was to examine the possible relationships between teacher feelings and emotions, the teacher-student relationship, and student academic achievement and the mediating role of the student-teacher relationship between teacher's sentiments and students’ achievement. The sample consisted of 40 teachers and 566 students. The NRC Emotion Lexicon, the Student-Teacher Relationship Scale and self-reported GPA data were collected. A mediation analysis with a multicategorical antecedent was conducted. Results shows that the student teacher relationship played a mediating role between teacher's sentiments and student performance. The results illustrate the influence of teacher emotions on student achievement and provide teachers and researchers with a comprehensive knowledge of the effects of emotions on the student-teacher relationship.

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.