@article{article_1504160, title={The Effect of Teacher-Child Relationship on Preschool Children’s School Adaptation and Behaviour Problems}, journal={e-Kafkas Journal of Educational Research}, volume={12}, pages={251–265}, year={2025}, DOI={10.30900/kafkasegt.1504160}, author={Yoleri, Sibel and Adıgüzel, Aysel}, keywords={Teacher-child relationships, school adjustment, social competence, preschool.}, 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.}, number={1}, publisher={Kafkas University}, organization={TUBİTAK BİDEB 2209-A Üniversite Öğrencileri Araştırma Projeleri}