Exploring the role of student teachers’ self-efficacy beliefs and teacher-student relationship quality in students’ academic, social, and behavioral orientations
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The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher’s self-efficacy belief, and students’ behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs on the linkage between the quality of teacher-student relationship and students’ school adjustment. The sample for this research project comprised primary and elementary grade classrooms and their student teachers, who are enrolled in teacher education programs at a large university in the Southwestern region of the United States. Eighty seven student teachers (81 female, 6 male) reported on their perceived relationships with 258 primary and elementary students (168 Female, 90 male). The researcher assessed the psychometric characteristics of the Student –Teacher Relationship Scale (STRS; Pianta, 2001) with student teachers. In addition, the researcher examined the predictive role of student teacher self – efficacy beliefs, students’ behavioral and social orientations, and teacher – student relationship quality on students’ academic competency. Confirmatory factor analysis supported a three – dimensional structure (comprising Conflict, Closeness, and Dependency) for 23 item version of the STRS. As hypothesized, children with high ratings on relational conflict with teachers were also perceived as more behaviorally deviant and less competent socially and academically. The reverse trend was identified for children with high ratings on relational closeness and dependency. In addition, the current study showed that teachers with higher self – efficacy beliefs are more likely to build closer and warmer relationships with their students because they had more confidence in their capacity and skills to employment of effective classroom management skills and ability to enhance students’ engagement.