TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY

Jina S. Yoon

402 citations0/0 files storedSocial Behavior and Personality An International Journal

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Educational Environments and Student Outcomes Student Stress and Coping Communication in Education and Healthcare

Abstract

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

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References

1984Teacher efficacy: A construct validation.1997The teacher-child relationship and children's early school adjustment 2000Protective Factors and Individual Resilience 1995The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment 1992Teacher-child relationships and the process of adjusting to school

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2010Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context 2017Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent 2016Relations between teachers’ emotional exhaustion and students’ educational outcomes.2010Improving classroom quality: Teacher influences and experimental impacts of the 4rs program.2011Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports 2019Teacher stress interventions: A systematic review 2015Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools 2018

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