Teacher–student relationships across the career (original) (raw)
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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.
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.
Changes in teacher-student relationships
British Journal of Educational Psychology, 2012
Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered.