Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
Luce Claessens, Jan van Tartwijk, Helena Pennings, Department of Education ; Anna van der Want, Nico Verloop, ICLON Graduate School of Teaching ; Perry den Brok, Eindhoven School of Education ; Theo Wubbels, Department of Education
TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of the self- and student schema, a HOMALS analysis revealed two types of positive and two types of problematic relationships. Differences between novices and experienced teachers were apparent for positive relationships. These findings raise questions about teachers' attributions for the quality of teacher–student relationships.
Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P. & Wubbels, T. (2016). Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 88-99. Elsevier Ltd.