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Makale Özeti:
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Understanding and documenting how young children negotiate their
relationships with their teachers is crucial, considering that early teacher–
student relationships have important long-term implications for children’s
school success (Hamre & Pianta, 2001). However, the existing studies on
teacher–child relationships focus primarily on the teacher’s perception of the
relationship and have predominantly relied on the STRS, a 28-item teacher
self-reported Likert-type (5-point) scale developed to assess a teacher’s
feelings about her or his relationship with a particular student, her or his
beliefs about the student’s feelings toward the teacher, and a student’s
interactive behaviors with the teacher (Pianta, 2001; Saft, 1994). The
majority of the evidence about the teacher–student relationship comes from
studies conducted in the United States (e.g., Birch & Ladd, 1998; Hamre &
Pianta, 2001; Pianta & Nimetz, 1991).Therefore, an examination of the
cultural sensitivity of assessment methods of child–teacher relationships is
crucial. This review of the literature focuses on methodologies used to assess
or measure child–teacher relationships and the effects of culture on the
assessment of this significant relationship during the elementary and primary
school years.
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