Original scientific paper
https://doi.org/10.15516/cje.v27i1.6057
The Importance of Teacher Student Relationships for Teachers’ Use of Management Strategies with Students with Challenging Behavior
Nataša Vlah
orcid.org/0000-0003-3965-0927
; University of Rijeka, Faculty of Teacher Education, Department for Social Sciences
Kathleen Beaudoin
; University of Washington Tacoma, School of Education
Tena Velki
orcid.org/0000-0002-9529-8959
; University of Josip Juraj Strossmayer Osijek, Faculty of Education, Department for Social Sciences
Abstract
The aim of the present study is to investigate if teachers’ self-estimated teacher-student interpersonal relationships with students with 7-9 symptoms of ADHD Inattentive Type and emotional-behavioral disorder serve as a possible mediator between the symptoms of ADHD and teachers’ use of management strategies. Altogether, 539 classroom teachers participated in the research (female = 484, which is 89.8%; M age = 43.65; SD = 9.82) from 125 elementary schools. Teachers evaluated the behavior of their students through a checklist of symptoms of ADHD according to DSM-V criteria, and the subsample consisted of students who showed at least 7 of the possible 9 symptoms. Teachers also completed the Relationship with Pupil Scale, Student Behavior Symptom Scale, and Undesirable Behavior Management Strategies Scale. The mediation effect of the teacher-student relationship on antisociality (i.e., hyperactivity-impulsivity, antisociality, emotional problems) was tested and confirmed its existence in relation to positive disciplinary procedures. It was not statistically significant for the association with negative disciplinary actions. It can be concluded that the relationship between teacher and student has an important role in the application of discipline procedures.
Keywords
behavioral problems; classroom management; Multitiered Systems of Support (MTSS); Positive Behavior Interventions and Supports (PBIS); relationship in school culture
Hrčak ID:
333392
URI
Publication date:
28.3.2025.
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