Seda Ata


Problem Statement: Teachers could make important contributions to achieve educational goals throughout whole schooling experience of children especially in preschool. At this point, it is seen that the number of studies revealing the effect of teachers' relationships between their students on children's all areas of development and school achievements has been increasing recently.

Purpose of the Study:  Current studies have been conducted with teachers and in the quantitative research design in general. Hence, the purpose of this study is to examine preschool teacher candidates' opinions on the teacher-student relationship.

Method: The single-case design, which is a qualitative research method, was used in the research. The research sample was determined using the purposive sampling method to be 10 teacher candidates who were attending at the preschool teaching program of Muğla Sıtkı Koçman University in the final year. The interviews performed with the students were recorded via semi-structured interview sheets prepared by the researchers. The research data were analyzed with the content analysis.

Findings: According to the data obtained in the research, the teacher candidates reported that they regard the teacher-student relationship as an element that facilitates the process of adaptation to school. The factors obstructing the teacher-student relationship included that children do not obey the classroom rules as emphasized by the teacher candidates the most. The most emphasized factor among the factors supporting the teacher-student relationship was teachers' temperaments.

Conclusion and Recommendations: Our study revealed that teacher-student relationship has been seen not only individual relationships but also group based relationship by the preschool teacher candidates. For this reason, it was suggested that teacher candidates need to take an elective course aiming to enhance the positive teacher-student relationship can be included in the preschool teacher training program. Conducting research on the relationship between students and teachers relationships may be essential in improving the outcomes of children in early childhood educational settings.


Article visualizations:

Hit counter



preschool teacher candidates, teacher-child relationship, early childhood education


Alvarez, H.K. (2007). The impact of teacher preparation on responses to child aggression in the classroom. Teaching and Teacher Education, 23, 115-129.

Bauml, M. (2009). Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching. Teaching and Teacher Education, 25, (6), 902–908.

Belsky, J., ve Fearon, R. M. P. (2002). Infant–mother attachment security, contextual risk, and early development: A moderational analysis. Development and Psychopathology, 14, 293– 310.

Buyse, E., Verschueren, K., ve Doumen, S. (2011). Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference? Social Development, 20, 33-50.

Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. 4. Baskı, Ankara: Pegem Akademi.

Cassidy, J. (2008). The nature of the child's ties. In J. Cassidy ve P.R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 102-127). New York: Guilford Publications.

Cassidy, J., ve Shaver, P. R. (Eds.) (1999). Handbook of attachment: Theory, research, and clinical applications. New York: Guilford Press.

Cassidy, D. J., Lower, J. K., Kintner-Duffy, V. L., Hegde, A. V., ve Shim, J. (2011). The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives. Journal of Research in Childhood Education, 25(1), 1-23.

Corbin, J., ve Strauss, A. (2008). The basics of qualitative research (3rd ed.) Los Angeles, CA: Sage.

Davis, H.A. (2003). Conceptualizing the role and influence of student–teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207–234.

Decker, D., Dona, D, ve Christenson, L. (2007). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45 (1), 83-109.

De Schipper, E. J., Riksen-Walraven, J. M., Geurts, S. A. E., ve Derksen, J. J. L. (2008). General mood of professional caregivers in child care centers and the quality of caregiver-child interactions. Journal of Research in Personality, 42, 515-526.

Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.

Birch, S. H., ve Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934–946.

Burchinal, M., Peisner-Feinberg, E., Pianta, R., ve Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436.

Gebbie, D.H., Ceglowski, D., Taylor, L.K., ve Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors. Early Childhood Education Journal, 40, 35-46.

Gerber, E. B., Whitebook, M., ve Weinstein, R. S. (2007). At the heart of child care: Predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly, 22, 327–346.

Hamre, B. K., ve Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72 (2), 625–638.

Hamre, B. K., ve Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19, 297–318.

Hemmeter, M., Santos, R., ve Ostrosky, M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340.

Howes, C. (1999). Attachment relationships in the context of multiple caregivers. In J. Cassidy, ve P. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 671–687). New York: Guilford Press.

Howes, C., Phillipsen, L. C., ve Peisner-Feinberg, E. (2000). The consistency of perceived teacher–child relationships between preschool and kindergarten. Journal of School Psychology, 38, 113–132.

Hughes, J. N., Cavell, T. A., ve Jackson, T. (1999). Influence of the teacher–student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28, 173–184.

Hughes, J. N., Cavell, T. A., ve Wilson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39, 289–301.

Kim, Y. H., ve Kim, Y. E. (2010). Korean early childhood educators’ multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors. Teaching and Teacher Education, 26, 1117–1123.

Ladd, G. W., Birch, S. H., ve Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373–1400.

LaParo, K.M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., ve diğ.,(2009). Quality in kindergarten classrooms: observational evidence for the need to increase children's learning opportunities in early education classrooms. Early Education and Development, 20(4), 657-692.

McCabe, L., ve Frede, E. (2007). Policy brief-challenging behavior and role of the preschool education. Nieer Policy Briefs,16, 1-11.

O’Connor, E., Dearing, E., ve Collins, B. (2011).Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48, 120-162.

Quan-McGimpsey, S., Marziliano, S. C., Hassen, T. G., Brown, A. S., ve Kuczynski, L. (2015). Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care. Teachers and Teaching: Theory and Practice, 21(5), 514–526.

Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M,, Culkin, M. L., Howes, C., Kagan, S. L., ve Yazejian, N. (2001). The relation of preschool quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534-1 553.

Pianta, R. C., Hamre, B. K., ve Allen, J. P. (2012). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson (Ed.), Handbook of student engagement (pp. 365–386). New York, NY: Guildford.

Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.

Pianta, R. C. (2001). Students, teachers, and relationship support: Professional manual. U.S.A.: Psychological Assessment Resources, Inc.

Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, C., et al. (2005). Features of prekindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144-159.

Pianta, R.C., La Paro, K., Payne, C., Cox, M. ve Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102(3), 225-238.

Sabar, N. (2004). From heaven to reality through crisis: Novice teachers as migrants. Teaching and Teacher Education, 20 (2), 145-161.

Savran Gencer, A. ve Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664–675.

Solomon, D., Battistich, V., Watson, M., Schaps, E., ve Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4(1), 3–51.

Şahin, D. (2014). Öğrenci-öğretmen ilişki ölçeği’nin Türkçeye uyarlanması. Eğitim

Bilimleri ve Uygulama, 13 (25), 87-102.

Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.

Yin, R. K. (2009). Case study research: Design and methods (4 ed.). Los Angeles, CA: Sage.

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J. & Barber, L. K. (2010). Exploring the association between teachers' perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173-189.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.

Wolfgang, C.H. (2001). Solving discipline and classroom management problems: Methods and models for today’s teachers (5th ed.). Hoboken, NJ: John Wiley ve Sons.

Wood, B., Blair, B., ve Ferro, J. (2009). Young children with challenging behavior: Function-based assessment and intervention. Topics in Early Childhood Special Education, 29, 68-78.



  • There are currently no refbacks.

Copyright (c) 2018 Seda Ata

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).