Primary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the...Show morePrimary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the teacher should be able to understand the student better and react more responsively. Through this the teacher experiences more positive interactions with the student which contribute to developing and maintaining a positive student-teacher relationship. It is suggested that teachers’ sense of self- efficacy could play a role in the relationship between student-perspective taking and the student- teacher relationship. Therefore, the current study researches the relationship that is described above, and the potential role the teacher’s self-efficacy plays within this. The sample consisted of 133 Dutch regular primary school teachers. Results showed a significant relationship between student-perspective taking and the student-teacher relationship when teachers take the student’s perspective on the level of articulation. The relationship with taking the student’s perspective on the level of positioning, is non-significant. Regarding the role of teachers’ self-efficacy within this relationship, the results show that there is no mediating role. Meanwhile, a significant, positive relationship has been found between the teacher’s self-efficacy and the student-teacher relationship. The findings of this study can be used in developing and shaping interventions for teachers for developing, improving and maintaining positive student-teacher relationships.Show less
