Teacher–student relationships across the career (original) (raw)
Teacher–student relationships across the teaching career
International Journal of Educational Research, 2005
This contribution explores the relation of teacher experience with features of teacher-student relationships. Cross-sectional and longitudinal data were used to investigate this relation. The crosssectional data set consisted of data on teacher-student relationships of over 6000 teachers with 1-36 years of experience. Teacher experience was compared with the amount of teacher influence and proximity in the relationship. The longitudinal data set included data on perceptions of teacher-student relationships of 343 teachers, that were collected each year during 2-20 years of these teachers' career. Growth trajectories in these relationships were estimated for the first 20 years of the teaching career using multi-level analyses. Results showed that, on average, teachers' ideal perceptions of influence and proximity were rather stable during the career. Teachers' self-perceptions and students' perceptions of proximity in the teacher-student relationship were rather stable as well. Students' and teachers' perceptions of teacher influence on average grew in the first 6 years of the teaching career.
Teacher experience and the teacher-student relationship in the classroom environment.
In the classroom environment the interpersonal relationship between teacher and students is an important element contributing to the learning process of students. In this chapter we explore the significance of the experience of the teacher in realising relationships with students appropriate from the perspective of student outcomes . We use data from a cross-sectional and a longitudinal study to analyse differences between teachers in degree of dominant and co-operative behaviour in different stages of their professional career. The results show that teachers’ ideals of the teacher-student relationship are rather stable during the teaching career; they consistently strive for a high degree of dominance and cooperativeness. The actual teacher-student relationship however changes during the career. On average there is a significant increase in dominant behaviour of teachers during the first decade of their career: a movement towards the ideal teacher-student relationship. After this period dominance stabilises. On average there is no change in co-operative behaviour. There is no shift towards the ideal as experience grows. Implications of these findings for professional development of teachers in view of improving the classroom learning environment include training of dominant behavioural patterns and differentiation of accompanying cognitions and attitudes for pre- and inservice beginning teachers. During the career the cognitive component to training and staff development may be more important in order to support teachers to select appropriate skills in particular situations.
2013
Objectives & Framework: This paper reports on the relationships between teachers' reasons for choosing a teaching career and their interpersonal behaviour in the classroom. In doing so, it extends international research with the FIT-Choice scale -an instrument that examines different classes of teachers' motivations: perceived abilities; intrinsic, personal & social utility values; and task perceptions -to the context of the Netherlands. It also contributes by linking the framework to research on teacher-student interpersonal behaviour in the classroom . Teacher-student interpersonal behaviour is conceptualised here in terms of two major dimensions: control (the degree to which the teacher determines the interaction) and affiliation (the degree to which teachers and students are cooperative or oppositional). Prior research suggests that teacher-student interpersonal behaviour is strongly linked to other teaching variables, teacher stress or burn-out, but also to student outcomes . Methods & Data: Data was collected among 128 secondary school teachers in the Netherlands. Teachers were selected from three career groups, beginning teachers (0-3 years experience), experienced teachers (8-15 years experience) and senior teachers (more than 20 years experience). To map their reasons for choosing a teaching career, teachers were asked to complete the FIT-Choice scale , which was translated and back-translated. Also, teachers were asked to complete the Questionnaire on Teacher Interaction (QTI, Wubbels et al., 2006) to map their perceptions of their control and affiliation in the classroom (self-perception). Teachers also completed the QTI for their preferred interpersonal behaviour (ideal perception). Finally, students of one class of each teacher also completed the QTI for their view of the interpersonal behaviour of their teachers (student perception). Relationships between the Fit-Choice and QTI scales were determined by conducting correlational and regression analyses. Results: Most of the Fit-Choice scales appeared to be reliable for the Dutch context, although a few of the scales showed room for further improvement (ability, intrinsic value, satisfaction). When looking at the value of the motives themselves, scales that displayed high values in the Dutch context were work with children and shape future, while relatively low values were found for social influence and job transferability. Interestingly, weak and mostly statistically non-significant correlations were found between the Fit-Choice scales and ideal-, self-, and student-perceptions for the two interpersonal teaching dimensions. Correlations were slightly higher with teachers' self-perceptions than with their ideal or with their students' perceptions. Correlations did not differ between different career groups either. Significance: This study further supports the cross-cultural validity of the Fit-Choice framework. It suggests that similar motives play a role in opting for a teaching career in the Netherlands as elsewhere in the world. It also suggests that motives to enter the profession are relatively independent from the manner in which teachers interact with students throughout the career. Hence, both aspects deserve their own share of attention in both teacher education as well as professional development trajectories.
TEACHER - STUDENT RELATIONSHIPS ACROSS TEACHING CAREERS OF TURKISH EFL TEACHERS
The purpose of this study is to examine the relationship between teachers’ professional experience and students’ perceptions of their relationships with teachers. It also investigated the influence of these perceptions on students’ affect toward the course and the teacher. Fourteen high school teachers of English as a foreign language (EFL) and 436 students participated in the study. Teachers had a professional experience of either two years or less or twenty years or more. Results showed that experienced teachers were perceived by students as significantly more co-operative than new teachers. There was no significant difference between influence behaviors of experienced and new teachers. Students’ perceptions of relationships with teacher had a significant effect on their affect toward the course and the teacher. Effect of proximity was higher for both forms of affect.
The purpose of this study was to examine the relationship between teachers' professional experience and students' perceptions of their relationships with teachers. It also investigated the influence of these perceptions of students toward the course and the teacher. Fourteen high school teachers of English as a foreign language (EFL) and 436 students participated in the study. Teachers had a professional experience of either two years or less or twenty years or more. Results showed that experienced teachers were perceived by students as significantly more cooperative than new teachers. There was no significant difference between influence behaviors of experienced and new teachers. Students' perceptions of relationships with teacher had a significant effect on their affect toward the course and the teacher. Effect of proximity was higher for both forms of affect.
The Importance of Relationships In Teacher Education
Journal of Education for …, 1999
The developing picture of the concerns and achievements of a cohort of newly qualified teachers is described and some of the themes that emerged are pursued in more detail. In particular we suggest that a knowledge and understanding of what teachers do well in their first year of teaching, gained through their views of a training course, could probably be used to complement the `deficit’ approach and help establish in-service teacher education and training on the basis of what teachers can do, in addition to what they cannot yet do. We also attempt to formulate a more general concept of the basis of teachers’ achievements and concerns, which may be of use in the design of teacher training and induction support programmes.
Students' Views of Teacher-Student Relationships in the Primary School
2008
This study investigated teacher-student relationships from the students' point of view at Perth metropolitan schools in Western Australia. The study identified three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication Skills. Data were collected by questionnaire (N=139) with stem-items answered in two perspectives: (1) Actual: This is what does happen and (2) Idealistic: this is what I wish would happen, using four ordered response categories: not at all (score 1), some of the time (score 2), most of the time (score 3), and almost always (score 4). Data were analysed with a Rasch measurement model and a uni-dimensional, linear scale with 20 items (2 times 10 stem items), ordered from easy to hard, was created. The data were shown to be highly reliable, so that valid inferences could be made from the scale. The Person Separation Index (akin to a reliability index) was 0.90; there was good global student and item fit to the measurement model; there was good item fit; the targeting of the item difficulties against the student measures was good, and the response categories were answered consistently and logically. The difficulties of the items strongly supported the conceptualised structure of the variable. This study shows that research into teacher-student relationships is made possible using modern methods of measurement, and by considering primary students' points of view.
How Relationships Impact Teacher Job Satisfaction
International journal of modern education studies, 2021
This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacherstudent relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, & Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.
Student - Teacher Relationship
2019
Many aspects of the student-teacher relationship were explored in this discussion through the data that has been analyzed in the previous chapter. The basic idea that can be derived from this assessment is that the teachers of this particular school provide a very encouraging transformation learning experience where the student can explore the limits of his / her capacities without the fear of stagnation. But as discussed throughout the chapter, as the answers to these questions are subjective, more observation must be taken into account if the actual nature of the relationships is to be ascertained. As it is very impractical and difficult to get a grip on the correct thinking behind all of these actions and justifications, we would have to rely on the disclosed information to form an opinion while keeping in mind the relentless possibilities.