The Effect of Teacher-Child Relationship on Preschool Children's School Adaptation and Behaviour Problems

Sibel Yoleri

Article Details

The Effect of Teacher-Child Relationship on Preschool Children's School Adaptation and Behaviour Problems

Authors:

Sibel Yoleri

Publisher:

Kafkas University

Main Topics:

Early Childhood Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.251-265

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342474

pISSN:

2148-8940

Keywords:

Abstract:

 : This research has been conducted to examine the relationship between teacher-child relationships school adjustment and social competence variables. The results of this study suggest that there is a significantly positive relationship between the level of teacher-child closeness sub-dimension and social competency, school liking, classroom participation, and self-directiveness scores. In addition, there is a significantly negative relationship between the level of teacher-child closeness sub-dimension and angeraggression, anxietyintroversion, and school avoidance scores. In other results, there was found to be a significant positive relationship between the level of teacher-child conflict sub-dimension and anger-aggression and anxietyintroversion scores. On the other hand, a negative correlation was observed between the level of teacher-child conflict sub-dimension and social competency, school liking, classroom participation, school avoidance, and self-directiveness scores. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. Also, levels of teacher-child conflict predicted the levels of anger aggression, anxietyintroversion, and school avoidance.

 : This research has been conducted to examine the relationship between teacher-child relationships school adjustment and social competence variables. The results of this study suggest that there is a significantly positive relationship between the level of teacher-child closeness sub-dimension and social competency, school liking, classroom participation, and self-directiveness scores. In addition, there is a significantly negative relationship between the level of teacher-child closeness sub-dimension and angeraggression, anxietyintroversion, and school avoidance scores. In other results, there was found to be a significant positive relationship between the level of teacher-child conflict sub-dimension and anger-aggression and anxietyintroversion scores. On the other hand, a negative correlation was observed between the level of teacher-child conflict sub-dimension and social competency, school liking, classroom participation, school avoidance, and self-directiveness scores. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. Also, levels of teacher-child conflict predicted the levels of anger aggression, anxietyintroversion, and school avoidance.

 : This research has been conducted to examine the relationship between teacher-child relationships school adjustment and social competence variables. The results of this study suggest that there is a significantly positive relationship between the level of teacher-child closeness sub-dimension and social competency, school liking, classroom participation, and self-directiveness scores. In addition, there is a significantly negative relationship between the level of teacher-child closeness sub-dimension and angeraggression, anxietyintroversion, and school avoidance scores. In other results, there was found to be a significant positive relationship between the level of teacher-child conflict sub-dimension and anger-aggression and anxietyintroversion scores. On the other hand, a negative correlation was observed between the level of teacher-child conflict sub-dimension and social competency, school liking, classroom participation, school avoidance, and self-directiveness scores. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. Also, levels of teacher-child conflict predicted the levels of anger aggression, anxietyintroversion, and school avoidance.

 : This research has been conducted to examine the relationship between teacher-child relationships school adjustment and social competence variables. The results of this study suggest that there is a significantly positive relationship between the level of teacher-child closeness sub-dimension and social competency, school liking, classroom participation, and self-directiveness scores. In addition, there is a significantly negative relationship between the level of teacher-child closeness sub-dimension and angeraggression, anxietyintroversion, and school avoidance scores. In other results, there was found to be a significant positive relationship between the level of teacher-child conflict sub-dimension and anger-aggression and anxietyintroversion scores. On the other hand, a negative correlation was observed between the level of teacher-child conflict sub-dimension and social competency, school liking, classroom participation, school avoidance, and self-directiveness scores. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. Also, levels of teacher-child conflict predicted the levels of anger aggression, anxietyintroversion, and school avoidance.

Article Details

The Effect of Teacher-Child Relationship on Preschool Children's School Adaptation and Behaviour Problems

Authors:

Sibel Yoleri

Publisher:

Kafkas University

Main Topics:

Early Childhood Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.251-265

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342474

pISSN:

2148-8940

Teacher-child relationships

school adjustment

social competence

preschool.

Issues

Article Details

The Effect of Teacher-Child Relationship on Preschool Children's School Adaptation and Behaviour Problems

Authors: Sibel Yoleri

Publisher: Kafkas University

Main Topics: Early Childhood Education

Journal: e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.251-265

Document Type: Article

Publication Date: 4/2025

Document Language: English

Document ID (Org No.): 2001342474

pISSN: 2148-8940

Teacher-child relationships

school adjustment

social competence

preschool.

Issues

Authors:

Sibel Yoleri

Publisher:

Kafkas University

Main Topics:

Early Childhood Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.251-265

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342474

pISSN:

2148-8940