Leiden University Student Repository

Ploeg, Hugo van der (2024)

De Rol van de Competentiebeleving van de Leerkracht in het Verband tussen de Diepgang van het Innemen van het Perspectief van de Leerling door de Leerkracht en de Relatie die een Leerkracht met een Leerling Heeft

Master thesis | Education and Child Studies (MSc)

Previous studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many teachers struggle to establish a positive teacher-student relationship, because they feel incompetent concerning disruptive student behaviour. One approach to manage feelings of incompetence is social perspective taking: the process of discerning the thoughts, feelings, and motivations of others. The role of teachers’ self-efficacy concerning the relationship between social perspective taking and the teacher-student relationship is still unknown. Therefore, this mixed methods correlational study used a questionnaire to examine whether teachers’ self-efficacy mediates social perspective taking and the teacher-student relationship. The sample consisted of 130 Dutch primary school teachers. Results showed a significant relationship for articulation between social perspective taking and the teacher...Show morePrevious studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many teachers struggle to establish a positive teacher-student relationship, because they feel incompetent concerning disruptive student behaviour. One approach to manage feelings of incompetence is social perspective taking: the process of discerning the thoughts, feelings, and motivations of others. The role of teachers’ self-efficacy concerning the relationship between social perspective taking and the teacher-student relationship is still unknown. Therefore, this mixed methods correlational study used a questionnaire to examine whether teachers’ self-efficacy mediates social perspective taking and the teacher-student relationship. The sample consisted of 130 Dutch primary school teachers. Results showed a significant relationship for articulation between social perspective taking and the teacher-student relationship (β = 0.22; t(112) = 2.19; p < 0.001). The result for positioning was not significant (β = - 0.12; t(112) = 1.21; p = 0.23). Moreover, results showed a strong significant relationship between teachers’ self-efficacy and the student-teacher relationship (β = 0.42; t(112) = 5.01; p < 0.001). Finally, teachers’ self-efficacy did not mediate this association. These findings suggest no indirect relation between social perspective taking and the teacher-student relationship through teachers’ self-efficacy. However, these findings emphasize the importance of supportive relationships between teachers and their students.Show less

leerkracht-leerlingrelatie

diepgang van perspectief nemen

competentiebeleving

basisonderwijs

Author

Ploeg, Hugo van der

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Kinderen met leer- en gedragsproblemen in het onderwijs

Supervisors

Maas, J.N.M.

ECTS Credits

20

Language

nl