Teacher-Child Relational Conflict in Head Start -- Exploring the Roles of Child Behaviour, Teacher Stress, and Bias, and Classroom Environment

Autor/inn/en	Chen, Shiyi; Phillips, Beth; Izci, Burcu
Titel	Teacher-Child Relational Conflict in Head Start -- Exploring the Roles of Child Behaviour, Teacher Stress, and Bias, and Classroom Environment
Quelle	In: Early Child Development and Care, 190 (2020) 8, S.1174-1186 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Shiyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1524378
Schlagwörter	Teacher Student Relationship; Conflict; Stress Variables; Classroom Environment; Poverty; Teacher Characteristics; Student Characteristics; Context Effect; Teacher Attitudes; Preschool Children; Socioeconomic Status; Preschool Teachers; Behavior Problems; Discipline; Teaching Load; Low Income; School Readiness; Federal Programs + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Klassenklima; Unterrichtsklima; Armut; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Erzieher; Erzieherin; Kindergärtnerin; Disziplin; Lehrdeputat; Niedriglohn; Readiness for school; School ability; Schulreife
Abstract	Numerous studies have examined influential factors on teacher-child relational conflict; however, only a limited number of studies have presented in-depth portrayals of teachers' conflict with children living in poverty at the preschool level. The purpose of this paper is to explore teacher, child, and contextual characteristics that influence teacher-child relational conflict in Head Start. Ten Head Start teachers from five centres across two counties were recruited. Each participant was interviewed twice and observed once for an entire school day. Interview and observation data were analysed through a grounded theory approach by using the qualitative data analysis software NVivo. Four themes emerged as teacher-perceived influences on conflictual relationships: children's behaviour, teachers' stress and biases, and the classroom environment. The results may have implications for teacher professional development and Head Start policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01