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Examining the Predictor Effect of the Teacher-Student Relationships on School Adjustment Levels of Students in Preschool Education

Yıl 2019, Cilt: 5 Sayı: 1, 30 - 42, 15.01.2019

Öz

The
relations between students and teachers are important in terms of the academic
success of students. The student-teacher relationships supports the emotional
development, self-confidence, and school competences of students. The purpose
of the present study is to examine the predictive effect of teacher-student
relationships on school adjustment levels of students. The Screening Method was
used in the study. The sample group of the study consisted of 5-6 age group 133
students (72 girls - %54.1; 61 boys - %45.9) which is the The Ministry of
National Education has continued to practice kindergartens and and all female 7
teachers in 2015-2016 education year in Vezirköprü District of Samsun. Personal
Information Form, Student-Teacher Relationship Scale, and Teacher Rating Scale
of School Adjustment for 5-6 Years Old Children were used as data collection
tools in the present study.  According to
the results; the level of conflict and closeness between teacher and student
predicts the school adjustment level of 5-6 year-old students at a
statistically significant level. The level of dependency between the teachers
and the students does not predict the school orientation levels of 5-6-year-old
students at a statistically significant level. According to the findings, two
of the three dimensions of the teacher-student relationship are effective on
the school adjustment levels of students. In addition, it was also concluded
that the levels of dependency of the students on the teachers had no effects on
school adjustment.

Kaynakça

  • 2017-2018 Eğitim Öğretim Yılı Başında Eğitimin Durumu Raporu, (2017). Eğitim-Sen. 13 Eylül 2017 / Ankara. http://egitimsen.org.tr/wp-content/uploads/2017/09/E%C4%9Fitimin-Durumu-Raporu-13-Eyl%C3%BCl-2017.pdf. Erişim tarihi: 19.12.2018.
  • Berry, D. ve O’Connor, E. (2010). Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Development Psychology, 31, 1, 1-14.
  • Birch, S. H. ve Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psycohology, 34(1), 61-79.
  • Brizuela, B.M. ve Garcia-Sellers, M. J. (1999). School Adaptation: A Triangular Process. American Educational Research Journal, 36(2), 345-370.
  • Garner P. W. ve Waajid B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence. Journal of Applied Developmental Psychology. 29, 89–100.
  • Glüer, M. ve Gregoriadis, A. (2017). Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens, Education 3-13, 45(5), 558-571.
  • Gülay Ogelman, H. ve Seven, S. (2014). The reliability-validity studies for the Student-Teacher Relationship Scale (STRS). European Journal of Research on Education, 2(2), 179-185.
  • Hagekull, B. ve Hammarberg, A. (2004). The role of teachers’ perceived control and children's characteristics in interactions between 6-year-olds and their teachers. Scandinavian Journal of Psychology. 45, 301–312.
  • Hamre, B. K., Hatfield, B., Pianta, R. C. ve Jamil. F. (2014). Evidence and domain-specific elements of teacher-child ınteractions: Associations with preschool children’s development. Child Development, 85, 1257–1274.
  • Kıldan, A. O. (2011). Öğretmen-Çocuk İlişkilerinin Çeşitli Değişkenler Açısından İncelenmesi. Buca Eğitim Fakültesi Dergisi, (30), 103-120.
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development. 79, 732–749.
  • Mayer White, K. (2013). Associations between teacher–child relationships and children's writing in kindergarten and first grade. Early Childhood Research Quarterly, 28, 1, 166-176.
  • Önder, A. ve Gülay, H. (2010). 5-6 Yaş Çocukları İçin Okula Uyum Öğretmen Değerlendirme Ölçeği’ nin Güvenirlik ve Geçerlik Çalışması. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A. ve Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher-child relationship play? Early Childhood Research Quarterly, 22, 407-422.
  • Pianta, R. C., Nimetz, S. L. ve Bennett, E. (1997). Mother-child relationships, teacher-chid relationships, and school outcomes in preschool and kindergarten. 12(3), 263-280.
  • Pianta, R. C. ve Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L. ve Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81, 493 - 529.
  • Sette, S., Hpson, W. E., Zava, F., Baumgartner, E. ve Coplan, R. J. (2018). Linking syness with social and school adjustment in early childhood: The moderating role of inhibitory control. Early Education and Development, 29, 5, 675-690.
  • Solheim, E., Berg-Nielsen, T. S. ve Wichstrøm. L. (2012). The Three Dimensions of the Student-Teacher Relationship Scale: CFA Validation in a Preschool Sample. Journal of Psychoeducational Assessment 30, 250–263.
  • Troop‐Gordon, W. ve Kopp, J. (2011). Teacher–child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development, 20, 536-561.

OKUL ÖNCESİ EĞİTİMDE ÖĞRETMEN-ÇOCUK İLİŞKİSİNİN ÇOCUKLARIN OKULA UYUM DÜZEYLERİ ÜZERİNDEKİ YORDAYICI ETKİSİNİN İNCELENMESİ

Yıl 2019, Cilt: 5 Sayı: 1, 30 - 42, 15.01.2019

Öz

Öğrenciler
ve öğretmenleri arasındaki ilişkiler, öğrencilerin akademik başarılarında büyük
önem taşımaktadır. Öğrenci-öğretmen ilişkisi, öğrencilerin duygusal gelişimini,
öz-güvenini ve okul yeterliliklerini desteklemektedir. Araştırmanın amacı,
öğretmen-öğrenci ilişkisinin öğrencilerin okula uyum düzeyleri üzerindeki
yordayıcı etkisinin incelenmesidir. Araştırmada tarama yöntemi kullanılmıştır. Çalışmanın
örneklem grubu, Samsun’un Vezirköprü İlçesi’nde 2015-2016 eğitim öğretim
yılında Milli Eğitim Bakanlığı’na bağlı uygulama anaokullarına devam etmiş 5-6
yaş grubundan 133 öğrenci (72 kız-% 54.1; 61 erkek- % 45.9) ve tamamı kadın 7
öğretmenden oluşmaktadır. Araştırmada veri toplama araçları olarak Kişisel
Bilgi Formu, Öğrenci-Öğretmen İlişki Ölçeği ve 5-6 Yaş Çocukları için Okula
Uyum Öğretmen Değerlendirme Ölçeği'nden yararlanılmıştır. Araştırma sonuçlarına
göre; öğretmen-öğrenci arasındaki uzlaşma ve yakınlık düzeyleri 5-6 yaş öğrencilerinin
okula uyum düzeyini istatistiksel açıdan anlamlı biçimde yordamaktadır.
Öğretmen-öğrenci arasındaki bağımlılık düzeyi 5-6 yaş öğrencilerinin okula uyum
düzeyini istatistiksel açıdan anlamlı biçimde yordamamaktadır. Bulgulara göre öğretmen-öğrenci
ilişkisinin üç boyutundan ikisi öğrencilerin okula uyum düzeyleri üzerinde
etkilidir. Ayrıca öğrencilerin öğretmenlere bağımlılık düzeylerinin okula uyum
üzerinde etkisi olmadığı sonucuna ulaşılmıştır. 

Kaynakça

  • 2017-2018 Eğitim Öğretim Yılı Başında Eğitimin Durumu Raporu, (2017). Eğitim-Sen. 13 Eylül 2017 / Ankara. http://egitimsen.org.tr/wp-content/uploads/2017/09/E%C4%9Fitimin-Durumu-Raporu-13-Eyl%C3%BCl-2017.pdf. Erişim tarihi: 19.12.2018.
  • Berry, D. ve O’Connor, E. (2010). Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Development Psychology, 31, 1, 1-14.
  • Birch, S. H. ve Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psycohology, 34(1), 61-79.
  • Brizuela, B.M. ve Garcia-Sellers, M. J. (1999). School Adaptation: A Triangular Process. American Educational Research Journal, 36(2), 345-370.
  • Garner P. W. ve Waajid B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence. Journal of Applied Developmental Psychology. 29, 89–100.
  • Glüer, M. ve Gregoriadis, A. (2017). Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens, Education 3-13, 45(5), 558-571.
  • Gülay Ogelman, H. ve Seven, S. (2014). The reliability-validity studies for the Student-Teacher Relationship Scale (STRS). European Journal of Research on Education, 2(2), 179-185.
  • Hagekull, B. ve Hammarberg, A. (2004). The role of teachers’ perceived control and children's characteristics in interactions between 6-year-olds and their teachers. Scandinavian Journal of Psychology. 45, 301–312.
  • Hamre, B. K., Hatfield, B., Pianta, R. C. ve Jamil. F. (2014). Evidence and domain-specific elements of teacher-child ınteractions: Associations with preschool children’s development. Child Development, 85, 1257–1274.
  • Kıldan, A. O. (2011). Öğretmen-Çocuk İlişkilerinin Çeşitli Değişkenler Açısından İncelenmesi. Buca Eğitim Fakültesi Dergisi, (30), 103-120.
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development. 79, 732–749.
  • Mayer White, K. (2013). Associations between teacher–child relationships and children's writing in kindergarten and first grade. Early Childhood Research Quarterly, 28, 1, 166-176.
  • Önder, A. ve Gülay, H. (2010). 5-6 Yaş Çocukları İçin Okula Uyum Öğretmen Değerlendirme Ölçeği’ nin Güvenirlik ve Geçerlik Çalışması. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A. ve Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher-child relationship play? Early Childhood Research Quarterly, 22, 407-422.
  • Pianta, R. C., Nimetz, S. L. ve Bennett, E. (1997). Mother-child relationships, teacher-chid relationships, and school outcomes in preschool and kindergarten. 12(3), 263-280.
  • Pianta, R. C. ve Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L. ve Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81, 493 - 529.
  • Sette, S., Hpson, W. E., Zava, F., Baumgartner, E. ve Coplan, R. J. (2018). Linking syness with social and school adjustment in early childhood: The moderating role of inhibitory control. Early Education and Development, 29, 5, 675-690.
  • Solheim, E., Berg-Nielsen, T. S. ve Wichstrøm. L. (2012). The Three Dimensions of the Student-Teacher Relationship Scale: CFA Validation in a Preschool Sample. Journal of Psychoeducational Assessment 30, 250–263.
  • Troop‐Gordon, W. ve Kopp, J. (2011). Teacher–child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development, 20, 536-561.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İlkay Göktaş 0000-0003-4701-455X

Hülya Gülay Ogelman

Yayımlanma Tarihi 15 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 1

Kaynak Göster

APA Göktaş, İ., & Gülay Ogelman, H. (2019). OKUL ÖNCESİ EĞİTİMDE ÖĞRETMEN-ÇOCUK İLİŞKİSİNİN ÇOCUKLARIN OKULA UYUM DÜZEYLERİ ÜZERİNDEKİ YORDAYICI ETKİSİNİN İNCELENMESİ. International Anatolia Academic Online Journal Social Sciences Journal, 5(1), 30-42.



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