Page 33 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 33
the importance of the social and emotional competencies of educational staff
and students with learning or behavioural problems – the inclusion par-
adigm), leading the learning process in the classroom (including the use
of new technologies and advances in student assessment), contributing to
the school’s development and maintaining connections with the local com-
munity and wider world (OECD, 2005). This can lead to stress and burn-
out (Jennings & Greenberg, 2009). A meta-analysis of effects and causes in
teacher stress revealed the strongest association between external stressors
(e.g. student behaviour, school structure, colleagues, personal life) and the
teacher’s (negative) emotional response, confirming the central role of the
teacher’s SEC (Montgomery & Rupp, 2005).
The link with ESL
Theoretical models of ESL (e.g. Battin-Pearson et al., 2000; Fall & Roberts,
2012) and longitudinal studies (e.g. Jimerson , Egeland, Sroufe, & Carlson,
2000) establish that personal, family-related and school-related factors
contribute to ESL. Although the former influence the probability of ESL,
school-related risk factors have received a lot of scientific attention as they
represent the best targets for intervention (Lessard, Poirier, & Fortin, 2010).
The student-teacher relationship is one such school-level variable found in
many (but not all) studies as a determining factor relating to the student’s
choice to stay at school or drop out.
In a study by Battin-Pearson et al. (2000), low school bonding at the
age of 14 (i.e. low commitment to school, low attachment to teachers, low
attachment to school) predicted ESL at age 16 indirectly via poor academic
achievement. Students who perceived their relationship with teachers neg-
atively were found to be at greater risk of ESL, an effect even more pro-
nounced for boys (Lessard, Fortin, Joly, Royer, & Blaya, 2004). Along the
same lines, Crosnoe, Johnson and Elder (2004) found that the affective di-
mension of student-teacher relationships (students’ positive views of their
teachers) contributed significantly to higher academic achievement and
fewer disciplinary problems. Some studies did not find the importance of
student-teacher relationships to be an ESL factor as perceptions and atti-
tudes of students to their teachers were generally similar whether or not
they were at risk of dropping out of school (Lessard et al., 2010). Low per-
ceived teacher support significantly contributed to school maladjustment
(Demaray & Malecki, 2002).
The integral role of the student-teacher relationship for ESL was also
found in qualitative studies of individual stories of potential early school
33
and students with learning or behavioural problems – the inclusion par-
adigm), leading the learning process in the classroom (including the use
of new technologies and advances in student assessment), contributing to
the school’s development and maintaining connections with the local com-
munity and wider world (OECD, 2005). This can lead to stress and burn-
out (Jennings & Greenberg, 2009). A meta-analysis of effects and causes in
teacher stress revealed the strongest association between external stressors
(e.g. student behaviour, school structure, colleagues, personal life) and the
teacher’s (negative) emotional response, confirming the central role of the
teacher’s SEC (Montgomery & Rupp, 2005).
The link with ESL
Theoretical models of ESL (e.g. Battin-Pearson et al., 2000; Fall & Roberts,
2012) and longitudinal studies (e.g. Jimerson , Egeland, Sroufe, & Carlson,
2000) establish that personal, family-related and school-related factors
contribute to ESL. Although the former influence the probability of ESL,
school-related risk factors have received a lot of scientific attention as they
represent the best targets for intervention (Lessard, Poirier, & Fortin, 2010).
The student-teacher relationship is one such school-level variable found in
many (but not all) studies as a determining factor relating to the student’s
choice to stay at school or drop out.
In a study by Battin-Pearson et al. (2000), low school bonding at the
age of 14 (i.e. low commitment to school, low attachment to teachers, low
attachment to school) predicted ESL at age 16 indirectly via poor academic
achievement. Students who perceived their relationship with teachers neg-
atively were found to be at greater risk of ESL, an effect even more pro-
nounced for boys (Lessard, Fortin, Joly, Royer, & Blaya, 2004). Along the
same lines, Crosnoe, Johnson and Elder (2004) found that the affective di-
mension of student-teacher relationships (students’ positive views of their
teachers) contributed significantly to higher academic achievement and
fewer disciplinary problems. Some studies did not find the importance of
student-teacher relationships to be an ESL factor as perceptions and atti-
tudes of students to their teachers were generally similar whether or not
they were at risk of dropping out of school (Lessard et al., 2010). Low per-
ceived teacher support significantly contributed to school maladjustment
(Demaray & Malecki, 2002).
The integral role of the student-teacher relationship for ESL was also
found in qualitative studies of individual stories of potential early school
33
