A study of the relationship between the student-teacher interaction and social skills in the context of gender
Abstract views: 8
/ 
PDF downloads: 19
DOI:
https://doi.org/10.70736/ijoess.561Keywords:
Pre-school, Teacher, Teacher student relationship, GenderAbstract
The purpose of this study is to examine the effect of teacher-child relationship on children’s social skill levels in the preschool period in terms of gender. The study used the relational screening model, one of the quantitative research methods. The study sample was determined using the maximum variation sampling method, one of the non-random sampling methods. The participants of the study consisted of 368 children studying in official preschool education institutions in Nevsehir province of Türkiye and 75 preschool teachers working in the same province. The study data were collected with the Teacher-Child Relationship Scale, Social Skills Development System Rating Scale (SBGS-DÖ). The results of the Pearson Correlation Coefficient calculation, the Independent Samples T-test results and the two-model hierarchical regression results were included in the analysis of the research data. As a result of the study; it was revealed that girls tend to have closer and warmer relationships with their teachers than boys, their social skill levels are higher than boys, and at the same time, the teacher-child relationship creates significant differences in terms of gender while predicting social skills. As a result of the research, various recommendations were made.
References
Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fialho, M. (2019). Classroom quality and children’s social skills and problem behaviours: Dosage and disability status as moderators. Early Childhood Research Quarterly, 49, 81-92. https://doi.org/10.1016/j.ecresq.2019.05.005
Aksoy, P. (2021). A multidimensional assessment of social skills during the pre-school period according to the meetings with pre-school teachers. Trakya Journal of Education 11(1), 386-411. https://doi.org/10.24315/tred.749188
Allison, P. D. (1999). Multiple regression: A primer. Pine Forge Press.
Altıntaş, H. (2019). An analyse of the relationship between teachers’ perception of their relationship with children and children’s social skills. (Master’s Thesis, Akdeniz University).
Baç, G. (1997). A Study on gender-bias in teachers’ behaviors, attitudes, perceptions, and expectations toward their students (Master’s thesis, Middle East Technical University).
Battistich, V., & Solomon, D. (1991). A Longitudinal study of children’s social adjustment during elementary school. Society for Research in Child Development, 1-25.
Bierhoff, H. W. (2002). Prosocial behaviour. Hove, UK: Psychology Press.
Bierman, K. L., Coie, J. D., Dodge, K. A., Foster, E. M., Greenberg, M. T., Lochman, J. E., … et al. (2004). The effects of the fast-track program on serious problem outcomes at the end of elementary school. Journal of Clinical Child and Adolescent Psychology, 650 - 661. https://doi.org/10.1207/s15374424jccp3304_1
Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviours and the student-teacher relationship. Developmental Psychology, 34, 934-946.
Blotsky-Skearer, R. J., Farnandez, V. A., Bichay-Awadalla, K. J., Bailey, J., Futterer, J., & Qi, C. H. (2020). Student-Teacher interaction quality moderates social risks associated with problem behaviour in preschool classroom contexts. Journal of Applied Developmental Psychology, 67, 10110. https://doi.org/10.1016/j.appdev.2019.101103
Bugental, D. B., & Grusec, J. E. (2006). Socialization processes. In N. Eisenberg, W. Damon., & R. M. Lerner (Eds.)., Handbook of child psychology: Social, emotional, and personality development (pp. 366–428). Hoboken, NJ: John Wiley.
Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behaviour and teacher relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46 (4), 367-391.
Büyüköztürk, Ş. (2002). Data analysis handbook for social sciences (16th. ed.). Pegem Publishing.
Büyüköztürk, Ş., Cokluk, O., & Koklu, N. (2010). Statistics for Social Sciences. Pegem Academy.
Cillessen, A. H. N., & Bellmore, A. D. (2006). Social skills and interpersonal perception in early and middle childhood. In Smith, P. K., & Hart, C. H. (Eds.). Blackwell handbook of childhood social development (pp. 353-374). Oxford: Blackwell Publishing.
Curby, T. W., Brock, L. L., &Hamre, B. K. (2013). Teachers’ Emotional Support Consistency Predicts Children’s Achievement Gains and Social skills. Early Education and Development, 24, 292-309.
Curby, T., Rimm-Kaufmann, S., & Ponitz, C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912–925. https://doi.org/10.1037/a0016647
Demirtaş Zorbaz, S., Arif, Ö. Z. E. R., Gençtanırım Kurt, D., & Ergene, T. (2016). Adaptation of the student-teacher relationship scale (STRS). Journal of Measurement and Evaluation in Education and Psychology, 7(2), 407-418.
Driscoll, A., & Nagel, N. G. (2008). Early childhood education, birth-8 (4th Ed.). Boston: Pearson Education Inc.
Field, A. (2005). Discovering statistics using SPSS. London: Sage Publications.
Greenberg, M. T., Speltz, M. L., & Deklyen, M. (1993). The role of attachment in the early development of disruptive behaviour problems. Development and Psychopathology, 5, 191-213.
Gregoriadis, A., & Tsigilis, N. (2008). Applicability of the student-teacher relationship scale (STRS) in the Greek educational setting. Journal of Psychoeducational Assessment, 26, 108-120.
Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319-332. http://dx.doi.org/10.1080/0305764X.2016.1195788
Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Minneapolis, MN: Pearson Assessments.
Guerrero, M. A., & Puerta, L. (2023). Advancing gender equality in schools through inclusive physical education and teaching training: A systematic review. Societies 13 (64). https://doi.org/10.3390/soc13030064
Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology, 45, 8–18. http://dx.doi.org/10.1016/j.appdev.2016.02.003
Hançerli, C. (2019). Teacher expectations in the context of gender (Master’s thesis, Dokuz Eylül University).
Handel, G., Cahill, S. E., & Elkin, F. (2007). Children and society: The sociology of children and childhood socialisation. New York: Oxford.
Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., … et al. (2012). Social-emotional development, school readiness, teacher–child interactions, and classroom environment. Early Education and Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387
Hosokawa, R., matsumoto, Y., Nishida, C., funato, K., &Mitani, A. (2024). Enhancing social‑emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning. BMC Psychology, 12(761), 1-19. https://doi.org/10.1186/s40359-024-02280-w
Ikesako, H., & Miyamoto, K. (2015). Fostering social and emotional skills through families, schools and communities: Summary of international evidence and implication for Japan’s educational practices and research. Paris: OECD Publishing
Jamyang-Tshering K. (2004). Social competence in preschoolers: An evaluation of the psychometric properties of the preschool Social Skills Rating System (SSRS). Doctorate Dissertation, Pace University.
Jerome, E., Hamre, B., & Pianta, R. (2009). Teacher–child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915–945. http://dx.doi.org/10.1111/j.1467-9507.2008.00508.x
Kang, D., Lee, S., Şhi, Q., Jia, Y., & Mitchell, R. (2025). Longitudinal associations between teacher-student relationships and school engagement in early elementary school years: Gender differences. Applied Developmental Science, 1(16). https://doi.org/10.1080/10888691.2025.2458624
Kirk, G., & Jay, J. (2018). Supporting kindergarten children’s social and emotional development: examining the synergetic role of environments, play, and relationships. Journal of Research in Childhood Education, 32(4), 472–485. https://doi.org/10.1080/02568543.2018.149567
Knafo, A. & Plomin, R. (2006). Prosocial behaviour from early to middle childhood: Genetic and environmental influences on stability and change. Developmental Psychology, 42(5), 771-786.
Koepke, M. and Harkins, D. A. (2008). Conflict in the classroom: gender differences in the teacher–child relationship. Early Education and Development, 19 (6), 843-864.
Koles, B., Connor, E., & Mccartney, K. (2009). Teacher–child relationships in prekindergarten: Influences of child and teacher characteristics. Journal Of Early Childhood Teacher Education, 30, 3–21.
Liu, Y. Mu, Y., Chen, K., Li, Y. & Gou, J. (2020). Daily activity feature selection in smart homes based on pearson correlation coefficient. Neural Processing Letters, 51, 1771-1787.
Lynch, S. A., & Simpson, C. G. (2010). Social skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3-12.
McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in pre-school children. Early Childhood Research Quarterly, 3, 206-224. https://doi.org/10.1016/S0885-2006(03)00026-7
Ministry of National Education (MEB). (2013). Pre-school education programme. Vize Publishing, Ankara.
Mohamed, A. H. H. (2018). Gender as a moderator of the association between teacher–child relationship and social skills in pre-school. Early Child Development and Care, 188(12), 1711-1725. https://doi.org/10.1080/03004430.2016.1278371
Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children’s early problem behaviours. Journal of Clinical Child &Adolescent Psychology, 37(3), 600-608.
Özbey, S., & Aktemur Gürler, S. (2019). An examination of the relationship between motivation levels, and their social skills and problem behaviours of children attending pre-school education institutions. International Journal of Turkish Literature Culture Education, 8(1), 587-602.
Özdamar K., (2002). Statistical data analysis with package programmes. Eskişehir: Kaan Bookstore.
Öztürk, Ö., & Doğan, H. (2023). Comparison of Preschool Teachers’ and Parents’ Gender Perceptions. Journal of Basic Education Research, 3 (Special Edition), 1-15. https://doi.org/10.55008/te-ad.1286509
Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., & Reiser, M. (2007). Preschoolers’ academic readiness: What role does the teacher–child relationship play? Early Childhood Research Quarterly, 22(4), 407–422. https://doi.org/10.1016/j.ecresq.2007.04.002
Partee, A., Alamos, P., Williford, A. P., & Downer, J. (2023). Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships. School Mental Health., 14(4), 967–983. https://doi.org/10.1007/s12310-022-09517-2
Pautu, A., Petracovschi, S., & Domokos, M. (2025). The impact of gender stereotypes on physical education lessons: A pilot study regarding the qualitative analysis of teachers’ perceptions. Frontiers in Psychology. 16(1575686). https://doi.org/10.3389/fpsyg.2025.1575686
Pianta, R. (2001). Student–teacher relationship scale: Professional manual. Odessa, FL: Psychological Assessment Resources.
Pianta, R. C., & Nimetz, S. (1991). Relationships between teachers and children: Associations with behaviour at home and in the classroom. Journal of Applied Developmental Psychology, 12, 379-393.
Pianta, R.C., Steinberg, M.S., & Rollins, K.B. (1995). The first two years of school: Teacher– child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.
Portilla, X., Ballard, P., Adler, N., Boyce, W. T., & Obradovic, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher–child relationship quality. Child Development, 85(5), 1915–1931.
Poulou, M. (2015). Teacher-student relationships, social and emotional skills, and emotional and behavioural difficulties. International Journal of Educational Psychology, 4 (1), 84-108.
Romano, E., Tremblay, R. E., Boulerice, B., & Swisher, R. (2005). Multi-level correlates of childhood physical aggression and prosocial behaviour. Journal of Abnormal Child Psychology, 33(5), 565-578.
Roorda, D. L., Jak, S. (2024). Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships. Journal of School Psychology 107, 1-18. https://doi.org/10.1016/j.jsp.2024.101363
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher-student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46, 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3
Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120. https://doi.org/10.1016/j.ecresq.2008.12.003
Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125–141. https://doi.org/10.1521/scpq.16.2.125.18698
Schumacher, R., & Lomax, R. (2004). A beginner’s guide to structural equation modelling. London: Lawrence Erlbaum Associates, Publishers
Silver, R.B., Measelle, J., Essex, M., & Armstrong, J.M. (2005). Trajectories of classroom externalizing behaviour: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43, 39-60. https://doi.org/10.1016/j.jsp.2004.11.003
Tavşanel, E. (2002). Data analysis by measuring attitudes. Atlas Publishing, Ankara.
Trawick-Smith, J. (2014). Early childhood development (6th Edition). Boston, MA: Pearson.
Tutkun, C., & Dinçer, Ç. (2019). Social skills improvement system-rating scale (3-5 years pre-school version) teacher form: Validity and reliability study. Journal of Bayburt Education Faculty, 14 (28), 301-323.
Ünal, F., Tarhan, S., & Çürükvelioğlu Köksal, E. (2017). The role of gender, class, department and gender formation in predicting gender perception. Bartın University Journal of Faculty of Education, 6(1), 227-236. https://doi.org/10.14686/buefad.287496
Walker, S., Berthelsen, A., &Irving, K. (2001). Temperament and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 31(3), 177-192.
Webster-Stratton, C., & Reid, J. (2004). Strengthening social and emotional competence in young children-The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96-113. https://doi.org/10.1097/00001163-200404000-00002
Woolfolk, A., & Perry, NE. (2012). Child and adolescent development. Boston, MA: Pearson.
Wu, Z., Hu, B. Y., Fan, X., Zhang, X., & Zhang, J. (2018). The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children. Children and Youth Services Review, 88, 582-590
Wubbels, T. (2005). Student perceptions of teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 1-5.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 6-24
Yağan Güder, S., & Güler Yıldız, T. (2016). The role of family on pre-school children’s gender perceptions. Hacettepe University Journal of Faculty of Education, 1-23. https://doi.org/10.16986/HUJE.2016016429
Yaşar Ekici, F. (2015). Analysed the relationship between family characteristics and social skills of children attending pre-school education. The Black Sea Journal of Social Sciences, 1-33.
Yıldız, N. G. (2017). Relationship between teachers’ knowledge levels in teaching social skills and students’ social skills İlköğretim Online, 16(3), 1275-1286.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Secil Yildiz, Nihal Akalin
This work is licensed under a Creative Commons Attribution 4.0 International License.
