Exploring Teacher and Child Factors That Influence Teacher-Perceived Relationship Quality with Children Living in Poverty: A Multilevel Approach

Autor/in	Chen, Shiyi
Titel	Exploring Teacher and Child Factors That Influence Teacher-Perceived Relationship Quality with Children Living in Poverty: A Multilevel Approach
Quelle	(2019), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-9647-7
Schlagwörter	Hochschulschrift; Dissertation; Preschool Teachers; Preschool Children; Teacher Student Relationship; Poverty; Conflict; Gender Differences; Child Behavior; Behavior Problems; Race; Ethnicity; Teacher Background; Educational Background; Academic Degrees + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Armut; Konflikt; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Vorbildung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	Research has shown that the quality of preschool teacher-child relationships can forecast children's social-emotional development, academic achievement, and school attitude; these benefits are amplified for impoverished children. However, teachers tend to have conflictual relationships with children living in poverty. Additionally, research in this area mostly focuses on either teacher or child factors. Therefore, driven by the educational dilemma and research gap, I investigated contributions of both teacher and child factors to teacher-child relationships in preschools serving children living in poverty (i.e., attending Head Start). Stemming from a preliminary study, this study examined the relations of child gender, problem behavior, teacher-child racial/ethnic match, and teacher education and job stress to teacher-reported teacher-child relationships. Based on the estimations of a priori power analyses, 129 teachers and 635 children from collaborating Head Start agencies across the U.S. were recruited in this study. Teachers completed a set of well-validated self- and child-focused questionnaires through an online survey system. Considering the nested nature of data (children clustered within classes), a multilevel modeling approach was employed for data analysis. Several main findings emerged: First, boys tended to have more conflictual relationships and girls tended to have closer relationships with teachers, which could be partially explained by their different levels of problem behaviors. Second, teacher-child racial/ethnic match did not play a role in the quality of teacher-child relationships. Third, having a degree (AA, BA, and MA), as compared to having a certificate (i.e., CDA) was associated with a closer and less conflictual teacher-child relationship. Fourth, less job control perceived by teachers were associated with more teacher-child conflict. Implications were discussed in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01