Page 32 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 32
poor relationships negatively affect students’ academic adjustment (e.g.
Heatly & Votruba-Drzal, 2017; Portilla et al., 2014; Troop-Gordon & Kuntz,
2013) and achievement (Anderman, 2003; Pittman & Richmond, 2007).
Similarly, Bryk and Schneider (2004) found in their 7-year study of 400 el-
ementary schools that the quality of social relationships among the school
community – principals, teachers, students and parents – is central to their
functioning, and strongly predicts positive student outcomes. Hattie (2009)
in his review listed student-teacher relationships as being highly influen-
tial for student achievement and the effect of high quality relationships be-
tween the teacher and students seems to have lasting positive effects on
students’ learning and motivation (Hattie & Yeates, 2014). Teacher-rated
teacher-student closeness, conflict and dependency predicted student en-
gagement (Doumen, Koomen, Buyse, Wouters, & Verschueren, 2012). A
student-teacher-relationship-based intervention conducted in a high-risk
school environment impacted the student’s academic achievement (but not
their social and emotional adjustment, although some promising trends
were observed; Murray & Malmgren, 2005). Along the same lines, in the lit-
erature review commissioned by the Norwegian Ministry of Education it is
concluded that the ability to form and maintain quality relations between
the teacher and students and an overall view of students as having poten-
tial teaching skills (along with solid didactical competencies and classroom
management skills) seem to make a difference in the classroom (Nordenbo,
Larsen, Tiftikci, Wendt, & Østergaard, 2008). It is important to note that
there is minimal agreement between the student and teacher ratings of
their student-teacher relationships (Murray, Murray, & Waas, 2008).
Student-teacher relations have an exceptionally powerful influence
over teachers’ job satisfaction (OECD, 2014) and are also related to teach-
ers’ sense of efficacy (Yoon, 2002). Many teachers and student teachers find
relations and interaction with the pupils to be the most difficult aspect of
teaching (Jensen et al., 2015). Thus, in addition to the promotion of social,
emotional and academic outcomes in students, another line of scientific in-
terest in the teacher’s SEC and student-teacher relationship stems from the
increasing concern for teachers’ well-being (e.g. Spilt, Helma, Koomen, &
Thijs, 2011; Vesely, Saklofske, & Leschied, 2013), especially in the context of
the growing demands placed on teachers. Teachers and schools are now ex-
pected to have much broader areas of responsibility than in the past, e.g.
taking individual aspects of students’ development into account (includ-
ing different languages and student backgrounds, disadvantaged students
32
Heatly & Votruba-Drzal, 2017; Portilla et al., 2014; Troop-Gordon & Kuntz,
2013) and achievement (Anderman, 2003; Pittman & Richmond, 2007).
Similarly, Bryk and Schneider (2004) found in their 7-year study of 400 el-
ementary schools that the quality of social relationships among the school
community – principals, teachers, students and parents – is central to their
functioning, and strongly predicts positive student outcomes. Hattie (2009)
in his review listed student-teacher relationships as being highly influen-
tial for student achievement and the effect of high quality relationships be-
tween the teacher and students seems to have lasting positive effects on
students’ learning and motivation (Hattie & Yeates, 2014). Teacher-rated
teacher-student closeness, conflict and dependency predicted student en-
gagement (Doumen, Koomen, Buyse, Wouters, & Verschueren, 2012). A
student-teacher-relationship-based intervention conducted in a high-risk
school environment impacted the student’s academic achievement (but not
their social and emotional adjustment, although some promising trends
were observed; Murray & Malmgren, 2005). Along the same lines, in the lit-
erature review commissioned by the Norwegian Ministry of Education it is
concluded that the ability to form and maintain quality relations between
the teacher and students and an overall view of students as having poten-
tial teaching skills (along with solid didactical competencies and classroom
management skills) seem to make a difference in the classroom (Nordenbo,
Larsen, Tiftikci, Wendt, & Østergaard, 2008). It is important to note that
there is minimal agreement between the student and teacher ratings of
their student-teacher relationships (Murray, Murray, & Waas, 2008).
Student-teacher relations have an exceptionally powerful influence
over teachers’ job satisfaction (OECD, 2014) and are also related to teach-
ers’ sense of efficacy (Yoon, 2002). Many teachers and student teachers find
relations and interaction with the pupils to be the most difficult aspect of
teaching (Jensen et al., 2015). Thus, in addition to the promotion of social,
emotional and academic outcomes in students, another line of scientific in-
terest in the teacher’s SEC and student-teacher relationship stems from the
increasing concern for teachers’ well-being (e.g. Spilt, Helma, Koomen, &
Thijs, 2011; Vesely, Saklofske, & Leschied, 2013), especially in the context of
the growing demands placed on teachers. Teachers and schools are now ex-
pected to have much broader areas of responsibility than in the past, e.g.
taking individual aspects of students’ development into account (includ-
ing different languages and student backgrounds, disadvantaged students
32
