European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.1043560 Volume 3 │ Issue 11 │ 2017 PRESCHOOL TEACHER CANDIDATES' OPINIONS ON THE TEACHER-STUDENT RELATIONSHIP Seda Atai Assist. Prof. Dr., Muğla Sıtkı Koçman University, Turkey Abstract: 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 Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 89 Seda Ata PRESCHOOL TEACHER CANDIDATES' OPINIONS ON THE TEACHER-STUDENT RELATIONSHIP 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. Keywords: preschool teacher candidates, teacher-child relationship, early childhood education 1. Introduction It is widely agreed that preschool education has long-term academic and social effects on children's lives (e.g. Peisner-Feinberg et al., 2001). Research studies revealing the critic role of the positive and supportive teacher-student relationship in putting these effects forth have been attracting attention in recent years (e.g. Burchinal et al., 2011). In this context, it is thought that preschool students play an important role. Emotionoriented, supportive behaviors have a positive impact on children's attention and participation in the school environment as teacher's supportive approach increases children's positive behaviors in the classroom (Pianta, La Paro, Payne, Cox,& Bradley, 2002). It is argued that the communication between students and teacher affects their academic achievement and social skills in a positive way in the preschool classroom environment (örn: Hamre & Pianta, 2001). These positive and supportive teacher-child interaction helps children exhibit many harmony-based behaviors that involve highlevel social skills and academic skills in preschool and primary school periods (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002) and enhance better social and emotional skills to help mitigate behavioral problems O’Connor, Dearing & Collins, 2011). It can be also said that conflicts in the teacher-student relationship cause children to assume a negative attitude towards school, experience certain academic difficulties and exhibit behavioral problems (Pianta, Hamre & Allen, 2012). Teacher sensitivity refers to being aware of and meeting children's academic and emotional needs (Wentzel, 2002). It has been seen in the studies on the subject that the Student-Teacher Relationship Scale STRS is used in general Pianta, ; Şahin, 4 . When examining the previous studies in this context, it has been revealed that the close relationship between teacher and student facilitates children to exhibit exploratory behaviors and make use of the learning opportunities (Hamre & Pianta, 2004). It is also European Journal of Education Studies - Volume 3 │ Issue 11 │ 2017 90 Seda Ata PRESCHOOL TEACHER CANDIDATES' OPINIONS ON THE TEACHER-STUDENT RELATIONSHIP stated that students who conflict with their teachers or establish dependent relationships with their teachers in preschool education environments are less likely to have academic achievement and good social skills (Birch and Ladd, 1998). It has been shown that children who are in conflict with their teachers in preschool educational environments tend to participate in the course and succeed on a low level (Birch & Ladd, 1998; Ladd et al., 1999). Hamre and Pianta (2001) stated that the conflict in the teacher-student relationship predicts that students face problems such as being unsuccessful, committing a disciplinary action and being suspended from the school. It is known that especially children under risk (who experience certain physical, emotional and social difficulties) benefit from the relationship with their teachers more in preschool educational environments (e.g. Hughes, Cavell, & Jackson, 1999). According to the literature, attachment theory is generally the most important theoretical framework used for defining the teacher-student relationship (Howes, 1999; Davis, 2003). Attachment theory emphasizes the emotional support and the secure environment offered to children during early childhood. It has been shown by the findings of studies based on the attachment theory that children who are in a healthy relationship with their parents during infancy may regard their teachers as bases of trust and consequently exhibit exploratory behaviors in the school setting (Howes, Phillipsen and Peisner-Feinberg, 2000; Hughes, Cavell and Wilson, 2001). When the teacher-student relationship is addressed within the framework of attachment, it is based on the assumption of the attachment theory that the children will have a relationship with many different attachment figures which continues from the cradle to the grave. A teacher is considered an alternative attachment figure which creates a trusted and caring environment (Cassidy, 2008; Howes, 1999). Positive relationships with teachers support students’ exploratory behaviors in educational environments (Belsky & Fearon, 2002). As stated in the attachment theory, early secure relationships help children feel more supported and have stronger bonds to school (Pianta, Hamre, & Allen, 2012). In summary, a strong teacher-student relationship can be defined as the most important environmental factor in children's educational lives (Baker, 2006). For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1168 European Journal of Education Studies - Volume 3 │ Issue 11 │ 2017 91