Teacher-student Conflict Research Articles

An Examination of Senior High Schools Teacher-Student Conflicts in Ghana

This study sought to examine Senior High Schools Teacher-Student conflicts at Kwahu East Municipality, Ghana. The study adopted a descriptive research design. Data was collected through the use of questionnaires to a sample of 127 students. The findings revealed that some teachers unfair use of punishment, denial of students’ rights and privileges by teachers, lack of interest in teaching on the part of some teachers, and preferential treatment towards some students cause teacher-student conflicts. Also, creative thinking and redefining of purpose were both seen as positive effects of teacher-student conflict. Lastly, the study discovered lessening of the organization’s effectiveness, weakening teacher-students’ relationships, and outright hostile or property damage as major effects of conflict. The study recommends that, teachers should not be too strict or deny students’ rights and privileges. Moreover, teachers should be friendly, fair and firm in discharging their duties when implementing educational policy, in terms of discipline. Keywords: Teacher-Student Conflict, Causes, Effects, Implications, Ghana.

The influence of early adversity on self-regulation and student-teacher relationships in preschool

Nearly half of young children nationally have some sort of preschool experience by the time they enter kindergarten. Many of these children have experienced one or more types of adverse childhood experiences (ACEs), such as child maltreatment or exposure to violence. Exploring how adversity impacts children in the preschool context may highlight potential opportunities for trauma-informed interventions as well as ways to reduce racial disparities seen in preschool outcomes, such as school readiness and suspension/expulsion rates. This study explores the relationship between children’s exposure to cumulative adversity, their self-regulation, and their relationship with their teachers in a sample of predominantly Black (29%) and Latino(71%) children. Data were collected from caregivers of preschool children (n = 126) ontheir child’s lifetime exposure to twelve childhood adversities, including traditionalACEs (e.g., domestic violence exposure and parental substance use) and environmental ACEs (e.g., community violence exposure and food insecurity). Data was also collected from teachers at the middle and end of the preschool year on the child’s self-regulation and on the student-teacher relationship. Children in the sample experienced an average of 3 adversities, with a range of 0–10 ACEs. In a series of path analyses, children’s mid-year self-regulation problems mediated the relationship between children’s ACEs and their end-of-year student-teacher conflict. Above and beyond the contribution of cumulative adversity, teachers reported higher self-regulation problems and student-teacher conflict for Black preschoolers in the study than for other children. The findings in this study highlight the potential negative impact of cumulative adversity on children in the preschool context and supports the need for the development of trauma-informed preschool models that attend to racial disparities and implicit bias to best support the well-being of adversity-exposed young children.

Teacher-student relationships across the first seven years of education and adolescent outcomes

Despite the significance of teacher–student relationships during the early years of school, questions remain about its long-term importance and whether the timing and variability of relationship quality matter. To address these gaps, data from the NICHD SECCYD were used to determine whether teacher-student relationships between kindergarten and sixth grade were associated with the achievement, social-behavior, and educational beliefs and aspirations of 1364 ninth graders (52% male, 80% White). Multivariate regression analyses revealed that when teachers reported closer relationships with students, in turn, students demonstrated modestly stronger outcomes across all domains. In contrast, more conflictual relationships were largely associated with underachievement and variability in relationship quality was not consistently associated with adolescent outcomes. Finally, although the benefits of teacher-student closeness were largely cumulative, teacher-student conflict in the later years was more strongly associated with student outcomes than earlier conflict. Collectively, results affirm the importance of teacher-student relationships for students' long-term development.

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

The role of teachers' self-efficacy beliefs in the development of teacher-student relationships

Prior literature has suggested that teachers who are confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students. The current study investigated the trajectories of teacher-student relationships, examining the extent that teacher self-efficacy beliefs predicted ratings of conflict and closeness for 885 students from second to sixth grade. The trends of teacher-student closeness and conflict were modeled using a parallel curve of factors approach, controlling for student demographics and teacher-student racial and gender alignment prior to examining the extent that teacher self-efficacy beliefs influenced closeness and conflict across grades. Results from the parallel trajectories suggested that teacher-student conflict was stable from second to sixth grade, whereas teacher-student closeness demonstrated a declining curvilinear trend. The relationship between teacher-student conflict and closeness suggests that students with relatively high levels of conflict in second grade were likely to exhibit sharper declines in closeness over time. Across grades, teachers rated closer and less conflictual relationships with females but after controlling for gender and race (β = 0.083–0.328 for closeness; β = −0.118 to −0.238 for conflict), teacher-student racial and gender alignment associations with teacher-student relationship quality were less consistent. Teachers who reported higher self-efficacy beliefs were more likely to report higher ratings of closeness and lower ratings of conflict with students across all grades (β = 0.195–0.280 for closeness; β = −0.053 to −0.097 for conflict). These findings contribute to the literature regarding the role of teacher self-efficacy in teacher-student relationships. We discuss how teacher self-efficacy beliefs can be developed and leveraged to improve relationship quality in the classroom from a social cognitive perspective.

Antisocial behaviour and teacher-student relationship quality: The role of emotion-related abilities and callous-unemotional traits.

Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students' emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6-11years. Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits were associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits.

Moderating effect of classroom features in the relationships between peer status and school engagement

본 연구의 목적은 또래지위와 학교참여의 관계에서 학급특성과 학교급의 조절효과를 탐색하는 것이다. 본 연구는 클래스넷 연구데이터를 활용하였으며 전체 1,751명의 학생 중 초등학생은 1,054명, 중학생은 697명이 포함되어 있었다. 또래지명을 통해 또래지위와 교사-학생관계를 측정하였으며 자기보고를 활용하여 목표구조와 학교참여를 측정하였고, 목표구조와 교사-학생관계는 학급수준 변인으로산출하였다. 연구결과 또래지위와 학교참여 간의 관계에서 학급특성의 조절효과가 확인되었다. 먼저학급의 목표구조의 조절효과를 살펴본 결과, 선호와 행동적 참여 간의 관계를 개인적 목표구조가 조절하는 것으로 나타났으며, 인기와 행동적 참여 간의 관계는 협동적 목표구조와 개인적 목표구조가조절하는 것으로 나타났고, 이때 개인적 목표구조의 조절효과는 학교급에 따라 다르게 나타났다. 인기와 정서적 참여 간의 관계에서 경쟁적 목표구조의 조절효과가 유의하게 나타났다. 다음으로 교사-학생관계의 조절효과를 살펴본 결과, 교사-학생지지는 선호와 행동적 참여, 인기와 행동적 참여 간의 관계를 조절하는 것으로 나타났으며, 교사-학생갈등은 선호와 정서적 참여 간의 관계에서 유의한 조절효과를 보여주었고 이들 간의 관계는 학교급에 따라 다르게 나타났다.The purpose of this study is to examine the moderating effect of classroom features and school-level between peer status and school engagement. This study used the data from ClassNet. Among the total 1,751 students, 1,054 elementary school students and 697 middle school students were included. Peer status and teacher-student relationships were measured through peer nomination, and school engagement and goal structure were measured through self-report. The goal structure and teacher-student relationship were transformed into class-level variables. As a result of the study, the moderating effect of classroom features in the relationship between peer status and school engagement was confirmed. The moderating effect of individualistic goal structure was found in the relationship between preference and behavioral engagement. In the relationship between popularity and behavioral engagement, there was a significant moderating effect of cooperative goal structure, individualistic goal structure, school-level and individualistic goal structure. The moderating effect of competitive goal structure in the relationship between popularity and emotional engagement was significant. The moderating effect of teacher-student support in the relationship between preference and behavioral engagement, and in the relationship between popularity and behavioral engagement. In the relationship between preference and emotional engagement, there was a significant moderating effect of teacher-student conflict, school-level and teacher-student conflict.

Teacher judgments of student mathematics achievement: the moderating role of student-teacher conflict

Equitable assessment of students’ mathematical thinking is imperative for effective instruction. This two-part study investigated teachers’ judgement of students’ mathematical thinking. In Study One, we used a national data set to determine the correlation between teachers’ judgement of students’ mathematical thinking and scores from a standardised measure of mathematics. The relationship was further explored to determine whether teachers’ perceptions of student-teacher conflict influenced their judgments about students’ mathematical thinking. Results demonstrate that teachers’ ratings of mathematics thinking significantly predicted students’ standardised scores. Results indicate that teachers’ perceptions of student-teacher conflict also moderated this relationship. Specifically, teachers’ judgments have a higher correlation with students’ standardised scores when conflict is high. In Study Two, the exploration is deepened by asking practicing teachers to evaluate a fictional classroom scenario.

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

ABSTRACTSelf-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set and four-level analyses to evaluate an ecological model of self-regulation development that considers student-, classroom-, and school-level factors in relation to teacher-rated self-regulation growth and outcomes across kindergarten and first grade. Analyses identified reliable associations for growth trajectories and the risk factors of being younger, male, and from a low socioeconomic status background; experiencing low student–teacher closeness and high student–teacher conflict; and attending a kindergarten class with lower levels of peer-displayed appropriate behavior. Findings signify the importance of service delivery aimed at advancing the school-based implementation of emotional and organizational supports to promote student–teacher interactions and class-wide demonstration of positive behavior.

The roles of teacher\u2013student relationship quality and self-concept of ability in adolescents\u2019 achievement emotions: temperament as a moderator

This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.

Beyond the Classroom: The Protective Role of Student–Teacher Relationships on Parenting Stress

Caregivers are influential in young children’s lives. As most children spend time in care outside of the home, it is critical to examine the interplay between parents and schools and how they influence children's development. The current study examined the spillover of student–teacher relationship quality to the home environment, namely, parenting stress. Student–teacher relationship quality, parenting stress, child negative affect, and parental depressive symptoms were assessed in 112 triads of preschoolers, teachers, and parents. Results suggested student–teacher conflict related to higher parenting stress across all levels of negative affect, when controlling for depressive symptoms, child age, and child gender. For student–teacher closeness, associations depended on child negative affect; for children with high negative affect, increased student–teacher closeness related to lower parenting stress, but for children with low negative affect, there was no association. Findings highlight the protective role of close student–teacher relationships for children and parents and have implications for how teachers and their communication with families may positively impact parents and families.

Understanding Student-Teacher Conflict: The Issue of Injustice

Understanding Student-Teacher Conflict: The Issue of Injustice

School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students’ Executive Functioning Development

Executive functioning (EF) is key to students’ school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as school environments are potentially more malleable than home- or community-based factors. Thus, the purpose of this article is to present a systematic review of the literature from 2000 to 2017 to understand how school-, classroom-, and dyadic-level (teacher–student and peer–student) experiences relate to student EF development. Across 20 studies, we found that classroom emotional support and teacher–student conflict were the most consistent predictors of student EF development, with emerging support for school-level and peer-level variables. We discuss findings in relation to school-based inhibitors and facilitators of student EF and provide implications for education research and practice.

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

AbstractThe relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well‐documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self‐efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self‐efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self‐efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self‐efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.

ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships

Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD. To explore a model of the relationships between ADHD symptoms at age7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age10 and 12. Participants were 498 grade one children (mean age =7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36months (mean age= 10.5) and 54months (mean age =12.0). Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD, with potential to improve longer-term outcomes.

Early Maternal Sensitivity and Teacher-Student Relationship Quality Across Grade School: Enduring or Transient Associations?

Although teacher-student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N=1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher-student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher-student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher-student conflict endured and were partially accounted for by child externalizing problems.

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.

Students' Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality.

School transitions require students to adapt to new challenges and situations and can increase the risk of externalizing and internalizing psychological symptoms. The teacher-student relationship seems to be a protective factor for the risk of developing psychological symptoms during school transitions. The aim of the present study is to investigate whether the quality of the teacher-student relationship predicts the decrease of internalizing and externalizing symptoms during three school transitions, namely: from kindergarten to primary school (T1), from primary to middle school (T2), and from middle to high school (T3). We recruited 127 kindergarten students (mean age = 5.40, SD = 0.49), 113 fifth grade primary school students (mean age = 10.64, SD = 0.54), and 240 eighth grade students (mean age = 13.88, SD = 0.37) and their teachers (response rate = 95%). Data were collected from 2016 to 2018. Teachers filled out an anonymous survey, acting as informants for the students, reporting demographic details (age, gender), psychological symptoms, and quality of the teacher-student relationship. The data show that a positive teacher-student relationship quality tends to be associated with a reduction of psychological symptoms. A stable, low-conflict teacher-student relationship was confirmed as a protective factor from increased internalizing and externalizing symptoms during all normative school transitions. Furthermore, we see that an increase in teacher-student conflict during the transitions from primary to middle school, and from middle to high school is linked to an exacerbation in students’ externalizing symptoms during the first year of attendance of the new school. Our study confirms the importance of the teacher-student relationship in reducing psychological symptoms associated with school transitions, in every type of transition, favoring an improved psychological adjustment to the new environment. A positive teacher-student relationship represents a protective factor for the development of students. Study limitations are discussed.

Does learning-related social competence in the 1st grade predict academic achievement in the 3rd grade?

This longitudinal study investigated the links between school anxiety, social competence, and teacher–student relationship in the 1st grade and academic achievement in the 3rd grade. The sample consisted of 389 Lithuanian school children who at the time of the study started their 1st year in elementary school. Regression analyses indicated that while the learning-related aspect of social competence at the 1st grade strongly predicted academic achievement in the 3rd grade, interpersonal aspect of social competence did not add any extra variance to the prediction. Both teacher–student conflict and social school anxiety at school entry made small but significant contributions towards prediction of academic achievement in the 3rd grade.

Social competence in the 1st grade predicts school adjustment two years later

ABSTRACT This study examined whether social competence at the time of entrance to elementary school predicted school adjustment two years later. The sample consisted of 389 children followed from the 1st to the 3rd grade in Lithuanian urban schools. In the 3rd-grade school adjustment was measured by assessing popularity in class, student-teacher relationships, involvement in bullying, school anxiety, and academic achievement. All school adjustment variables assessed in the 3rd grade were linked to learning-related social competence, while the interpersonal aspect of social competence was related to all indicators of school adjustment except for involvement in bullying in the 3rd grade. Results of structural equation modeling indicated that learning-related social competence measured during the 1st year of schooling was the strongest predictor for academic achievement and teacher-student conflict in the 3rd grade, while interpersonal social competence was the strongest predictor of student-teacher closeness and social school anxiety two years later.