The teacher-class relationship

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Julia M. G. Roza, Anne C. Frenzel, R. Klassen
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引用次数: 2

Abstract

Abstract. Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class – which we define as teacher-class relationship – is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's α = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.
师生关系
摘要师生关系已被证明与学生的成绩高度相关,但对教师来说也很重要。教师有与学生建立关系的基本需求,最近的经验证据强调了教师与班级学生关系的相关性。然而,一种有效的工具,专门解决一个班级内教师和整个学生群体之间的关系现象——我们将其定义为教师与班级之间的关系——仍然缺失。因此,本研究的目的是开发和验证一种工具,以捕捉教师自我报告的师生关系质量(TCR量表)。为此,我们采用了混合方法:在研究1(定性,N = 56)中,我们分析访谈来探索TCR条目的认知效度;在研究2(定量,N = 209)中,我们测试了TCR量表的心理测量质量及其与相关构念的相关联系的外部效度。研究1的结果表明,在最初的13个开发项目中,有7个在认知上是高度有效的,因为教师将关系质量的主要方面与这些项目联系起来,并主要参考整个班级而不是个别学生来回答这些问题。研究2的结果证实,这7个条目构成了一个具有高内部一致性的单维量表(Cronbach’s α = .89)。此外,TCR量表与教师的班级教学情绪、自我效能感以及教师的职业倦怠症状和情绪劳动显著相关。我们的结论是,TCR量表是一个可靠、有效和简洁的工具来衡量教师与班级关系的质量。我们希望这个量表的存在能够推动未来的研究,进一步调查教师与班级的关系及其与教师情感和职业幸福感的联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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