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

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 anger/aggression, anxiety/introversion, 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 anxiety/introversion 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, anxiety/introversion, and school avoidance.

Keywords

• teacher-child relationships
• school adjustment
• social competence
• preschool.