Emotion Regulation, Teaching Beliefs and Child-Teacher Relationships from the Perspectives of Pre-School Teachers

Autor/in	Ocak Karabay, Sakire
Titel	Emotion Regulation, Teaching Beliefs and Child-Teacher Relationships from the Perspectives of Pre-School Teachers
Quelle	In: Education 3-13, 47 (2019) 1, S.101-115 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ocak Karabay, Sakire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2017.1405057
Schlagwörter	Preschool Teachers; Teacher Student Relationship; Preschool Children; Correlation; Gender Differences; Foreign Countries; Emotional Response; Teacher Attitudes; Verbal Communication; Nonverbal Communication; Teaching Methods; Conflict; Turkey; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Korrelation; Geschlechterkonflikt; Ausland; Emotionales Verhalten; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Türkei
Abstract	The way how pre-school teachers perceive their relationships they formed with their students, teaching beliefs regarding the profession and teachers' competencies to regulate their emotions are effective issues in order to enhance teacher-child relationships. The participants of this research were 94 Turkish pre-school teachers and 282 children, 142 of whom were boys and 140 of whom were girls. It has been found out the cognitive reappraisal strategy used by teachers for emotion regulation increased with positive relationship perception of teachers. A positive relationship was revealed between the scores of sensitivity and verbal participation and level of closeness perceived within the child-teacher relationship. Moreover, there were meaningful and positive relationships between the level of sensitivity and suppression of the expression and cognitive reappraisal strategies considering emotion regulation. It has been understood that teachers perceived the relationships with girls closer though, when it comes to boys, the perception of conflict was prominently much higher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01