جستجوی مقالات مرتبط با کلیدواژه "teacher-student relationship" در نشریات گروه "علوم تربیتی"

Participation in social interactions, in addition to improving the concept of individual life and making it more enjoyable, has led to solving many dilemmas in the economic and political field. The current research was conducted with the aim of identifying the optimal pattern of teacher-student interaction. Exploratory qualitative research method was used to get the opinions of post-graduate students on the factors affecting teacher-student interaction. The research method was applied in terms of objective and qualitative in terms of data collection and thematic analysis method. The research community consisted of all incoming doctoral students of 1397 Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, numbering 100 people. 12 of them were selected by non-random sampling method due to their lack of employment and sufficient opportunity to do extraordinary work in addition to educational and research matters in the faculty. After the theoretical saturation of the data in the next step, Bravan and Clark's theme analysis method was used to analyze the interviews. In order to validate the data, the researcher's long contact with the environment, continuous observation, researcher's self-review and peer review were used. After categorizing the categories, 3 main scientific, emotional, and social axes of teacher-student interaction were determined. Also, professional-educational, professional-research, and professional-educational categories in the scientific dimension, promotional interaction category, mutual interaction, and superior interaction in the social dimension and category Empathy, sympathy and care and affection were identified in the emotion dimension. The products of educational programs are formed based on the scope of interactions between professors and students on the scientific, social and emotional axis, and it is recommended to pay attention to the axes and categories identified in this research in order to improve the quality of interaction in educational programs. Keywords: interaction, teacher-student relationship, educational, social, emotional

Improving students' relationships with teachers has important, positive, and long-lasting implications for students. Therefore, the aim of this study was to identify the dimensions and components of primary teachers' caring relationships.research

The method used in this study is a systematic review, relying on the method of Petty Crow and Roberts (2006) in systematic studies in social sciences. To identify the dimensions and components of primary teachers' caring relationships, first the research questions and search terms in Persian and English were identified and the appropriate databases for receiving relevant resources (including Eric, Scopus, ScienceDirect, and Google Scholar) were identified. In order to select and determine the appropriate articles, criteria were determined based on which the scientific quality of the relevant studies was assessed and the answers to the research questions were extracted. Systematic search according to keywords reached 154 pieces of research, which finally determined 14 pieces of research that met the criteria for in-depth analysis.

By extracting the dimensions of a caring relationship, a total of 29 components were extracted, which are the components of the existence of an interactive teacher-student relationship and not a top-down relationship; Effective classroom management; Recognize students' abilities, needs, and preferences; The level of academic ability and progress of students; Meeting the cultural, educational and personal needs of students; Good mood and kindness in dealing with students; Extraversion and students' desire for emotional or academic support; and teacher-student attitudes and views towards each other had the highest repetition among the studied sources.

Identifying and extracting the ingredients of an effective and positive relationship is therefore essential in order to emphasize and focus on strengthening the components of this relationship.

Monitoring teachers' stress with credible tools can be very useful in order to increase mental health and make appropriate policies and decisions in relation to these people. The aim of this study was to evaluate the validity and reliability of a specific scale for teachers to assess the stress applied to them by students. In the present correlation study, 520 teachers at different levels of education responded to the teacher-student social stress questionnaire (Tadi et al., 2017) and the Maslach burnout questionnaire (1981). Cronbach's alpha was used to evaluate the reliability of the internal components of the questionnaire and confirmatory factor analysis was used to evaluate the construct validity. Also, to ensure the convergent validity of the questionnaire, its correlation with the score obtained from the Maslach Burnout Questionnaire was examined. The results of confirmatory factor analysis showed that all questions significantly measured the four underlying factors of the teacher-social stress questionnaire in relation to the student, including verbal aggression, objection, inappropriate reaction and inappropriate behaviors. Overall, the results of this study showed that the teacher's consensual stress questionnaire in relation to the student in the Iranian version has acceptable validity and reliability.

The purpose of this research was to investigate the effect of problematic use of the Internet on the progress of mathematics with the mediating role of self-efficacy in mathematics and the moderating role of teacher-student relationships. In terms of the purpose, the current research was an applied research of a descriptive-correlation type. The statistical population of this research was all the second high school students of Eghlid city, (1300 students). To determine the sample size, Morgan's table was used and 300 people were considered as the sample. The sampling method in this research was stratified random. A questionnaire was used to measure the research variables. Structural equation method and Smart PLS software was used to test statistical hypotheses . The findings of the research showed that the problematic use of the Internet has a significant effect on the progress of mathematics with the mediating role of self-efficacy and the moderating role of teacher-student relationships. On the other hand, it was found that the problematic use of the Internet does not have a significant effect on the progress of mathematics with the role of moderator of teacher-student relations. It was found that the problematic use of the Internet has a significant effect on self-efficacy with the role of moderator of teacher-student relationships. And finally, the results of this research showed that self-efficacy in mathematics has a significant effect on the progress of mathematics.

The aim of this study was to provide a qualitative model of the teacher-student caring relationship in primary schools in Kermanshah. For this purpose, using qualitative paradigm and grounded theory, and semi-structured and in-depth interviews with capable teachers with higher education degrees in different schools of Kermanshah in the academic year 1399-1400. The participants in this study up to the theoretical saturation stage were 15 people. Based on the results, the underlying factors of the teacher-student care relationship include extracurricular activities, strengthening teaching and learning capacities, teaching ability and mastery of professional skills, accepting and giving importance to students, modern thinking in teaching and learning, And individual characteristics of students. This type of communication strategy includes creating communication contexts, expanding communication capacities, an active learning environment, mutual recognition and understanding, critique and evaluation, team participation and cooperation, and positive emotional communication. Among the expected outcomes in the student-teacher care relationship are strengthening relationships and growth, creativity and health, acceptance and growth of skills, creating a safe and effective learning environment, and ultimately responsibility and support in both groups of teachers and students. Weak infrastructure and resources, emotional and psychological problems, personal and cultural problems, and barriers related to teachers, are also among the factors that can disrupt the care relationship and prevent the formation of this type of relationship in schools. Integrating the identified categories based on the relationships between them and in the form of this paradigmatic model can be a valuable and effective model for improving the levels of teacher-student communication in schools.

The purpose of this study is to investigate the role of using virtual social networks in social identity and the teacher-student relationship. The present study was a cross-sectional study with a descriptive-analytical approach that was conducted as a survey. The statistical population of the present study included all female high school students in South Khorasan province who were studying in the academic year 2018- 2019. Sampling was performed by cluster random sampling. First, in each city by cluster sampling, a few first secondary schools were randomly selected, then after receiving the license, by referring to the education office of each school and based on the list of students, individuals were randomly selected and studied by stratified sampling. It placed. The sample size of the research is equal to 200 people. The instruments used in this study were the standard questionnaire by using virtual social networks Shi, Luo, Yang, Liu, & Cai (2014), the teacher-student relationship questionnaire of Murray & Zvoch (2010) and the Caravani social identity questionnaire (2014). Structural equations were used to measure the correlation of variables in case of normality assumption using SPSS software. The results showed that the use of virtual social networks has a positive and significant relationship with the national, ethnic, religious and global identity of female high school students in South Khorasan province. There is also a significant relationship between the use of social networks and the teacher-student relationship.

Most of the teaching activities are done in the classroom by the teacher. Shaping each and every process and process in the classroom requires specific ways of doing it that make it easier to achieve the desired goals. One of the most important topics in relation to teaching and learning is the type of teacher-student relationship. Skills in building good relationships with others enhance our abilities and confidence, showcase our talents and achievements and earn the respect and appreciation of others (Tileston, 2010). Creating a rational teacher-student relationship in the school's network and communication system is an inevitable necessity that makes it successful in education (Farhadiyam, 2014). According to Liberante (2012), teacher-student relationships are one of the strongest elements of the learning environment. Teacher-student relationships form the foundations of the social context in which learning takes place and is a major factor affecting students' development, involvement in school, and their academic motivation (Hughes & Chen, 2011; Spilt, Koomen & Thijs, 2011; Roorda & et al, 2011). Many studies have found that a positive relationship with teachers promotes student growth and development (Hughes & Kwok, 2006). In contrast, a negative relationship with teachers impedes student growth and development (Birch & Ladd, 1997). Teacher-Student Relationships Provide a unique entry point for educators and teachers to improve the classroom learning and social environment. When children enter formal school environments, communication with the teacher becomes the basis for successful adaptation to the social and academic environment (Hamre & Pianta, 2006). Close relationships with teachers lead to healthy socio-emotional development and also lead to school adjustment and school success, and negative relationships lead to adverse outcomes including behavioral problems, school dislike, and adjustment problems (Pianta, Nimetz & Bennett, 1997). Importantly, studies that have recently examined the student-teacher relationship with the risk of students entering high school have not found a direct relationship between the student-teacher relationship and the risk of dropout, but there is a strong relationship between student achievement and performance with student-teacher relationships (Lessard, Poirier & Fortin, 2010). In general, school research emphasizes that good communication and dialogue between teacher and student nurtures greater awareness of student status, their needs, and potentials, as well as enhance opportunities for individual educational goals (Berg, 2007; Cited in Ottosena, Goll & Sorlie, 2017). Also, good teacher-student communication fosters student personal growth and identity (Nordahl, 2010; Whannell & William, 2011) and reduces the risk of dropout when students feel that there is a collaborative partnership with the teacher and the school (Christensson & Thurlow, 2004). Good teacher-student relationships are important for students with poor financial standing, students with poor performance, and students who are at risk for academic incompatibility. In order for teachers to be in the best position to meet students' learning needs, it has been emphasized that they have to demonstrate the ability to take care of students and that they are actively and eagerly committed to teaching supportive learning (Hattie, 2009). This implies that a good teacher is capable of adapting to each student's perspective and directs meaningful instruction to progress on a particular subject and to achieve the goals of the program (Ottosena, 2017). There have been various studies on teacher-student relationships. In a qualitative study, they showed that teacher-student relationships were associated with student dropouts. Claessens & et al (2017) Showed that teachers often define the quality of the relationship with the level of intimacy, rather than the level of mastery (control vs Lack of power). Soo (2016) identified four themes from the interview data: (1) Participant’s notions of ‘positive’ classroom management consisted of having students be involved and engaged in the classroom, which was manifested through a positive classroom environment, (2) Participants emphasized the importance of connecting with students both within and outside the classroom, noting its significance in effectively managing a classroom, (3) The teachers recognizing that student empathy towards their teachers and peers is an outcome of strong relationship building, drawing on the idea of teacher ‘disappointment’ in student behavior and how it can be used to effectively manage the classroom, and (4) The participant’s realized limitations and challenges of using the relationship-building approach towards classroom management. As students spend much of their time in the classroom with the teacher, and many of the problems associated with the teacher-student relationship occur in the classroom, it can be expected of teachers to be familiar with the underlying problems and be able to provide them with different solutions. Therefore, the aim of this research is to identify the problems of teacher-student relationships from the viewpoints of primary school teachers in the city of Saqez. In this research we want to answer the following question in a qualitative and in-depth way:  From the teachers' point of view, what are the components of the teacher-student relationship problem?

This research was carried out in the qualitative-phenomenology method. The statistical population included all primary school teachers in Saqez city. The sample consisted of 12 primary school teachers. A semi-structured interview was used to collect the data. The interviews continued until the theoretical saturation, and in interview No. 12 theoretical saturation was obtained and no other interview was conducted. Qualitative content analysis was used to analyze the data and was used open, axial and selected coding for coding data.

The results of the analysis of the interviews indicated 16 axial codes and 6 selected codes. From teachers' point of view, classroom management (discrimination between students, classroom management, teaching styles, teacher's attention to the student, distance between teacher and student), physical and educational space (inappropriate educational resources, inadequate physical space in the classroom), individual problems of students (low motivation of students, low self-esteem of students), General Educational System (Issues of the Educational System), parents' problems (school and family relationships, parents' lack of awareness of the correct process of education, parents' preferences from teacher and school), And problems with the teacher and the school staff (lack of teacher knowledge and experience, teachers 'personal problems, teachers' and school staff disagreements) were as a components of the problems of teacher-student relationships.

According to the results of the study it can be said that besides the teacher-student relationships are influenced by the problems in the classroom there are also problems and problems that are outside the scope of the classroom and are not within the scope of the teacher and student, so they cannot control these.

Teacher-student relationship is not just a simple interaction between its two sides, but rather a complete transaction that is formed in a context of the effective factors. This study aimed to understand the factors influencing this relationship from the teachers’ point of view. It was a qualitative research with phenomenological design, which tried to describe these factors, deeply. Participants included 19 primary school teachers (12 females, 7 males) selected from public primary schools in Shirāz city through purposive sampling method and they participated in the semi-structured interviews. The teachers’ viewpoint about the students’ classroom behaviors and specific characteristics that are important for their relationship, the classroom trajectories that can be used to communicate with the students, factors outside the teacher/student circle, which affect their relationship with each other, and the qualities of the teachers’ mood, beliefs and motivation that augment their relationship with the students were extracted as findings of this study. These components made it possible to get comprehensive dimensions of the teachers’ viewpoints on this research’s concern. The results could explain the possible substrates for the positive intervention in a student-teacher relationship.