Pre-Conference Resource (ECER 2021)

1. Manuela Haldimann, M. Sc., University of Bern
Karin Schmid, M. Sc., University of Teacher Education Lucerne
Tina Hascher, Prof.in Dr.in, University of Bern
ECER 2021, EERA Network: 08. Health and Wellbeing Education, September 9th 2021, Online
- Extended Version of the Paper -
The Role of Teacher-Student Relationships
for the Well-Being of Primary School Teachers

2. 2
Overview
I. Theoretical background + Research questions
II. Methods
III. Results
IV. Discussion
Extended Version

3. 3
Teacher well-being (TWB)
Definition
• different theoretical approaches:
Multidimensional construct
(Hascher et al., 2018)
• our approach: Well-being psychology
(Becker, 1994; Diener, 1984; Diener et al., 2018,
Hascher, 2004, 2011)
longer-term dominance of positive emotions,
cognitions and physical sensations over
negative emotions, cognitions and physical
sensations in relation to the professional
activity as a teacher
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Correlations with …
✓ higher quality of teaching
(McCallum et al., 2017)
✓ higher student performance
(Klusmann et al., 2016)
✓ lower burn-out risk
(Renshaw et al., 2015)
✓ lower career exit rate
(Skaalvik & Skaalvik, 2018)
Research need:
Social relationships as
source of TWB (Bricheno et
al., 2009; McCallum et al., 2017)
Extended Version

4. 4
«The interpersonal relationships between teachers and students
have been largely ignored
as a factor of significance to teacher wellbeing«
(Spilt et al., 2011, p. 458)
Starting point
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Main Topic
What is the role of teacher-student relationship
for teacher well-being?
Extended Version

5. 5
Teacher-student relationship (TSR)
• Dyadic construct
(Hagenauer & Volet, 2014; Nickel, 1976; Pianta, 2001;
Rosemann, 1978; Teistler et al., 2019)
• Cognitive schemata that both the student
and the teacher develop on the basis of
previous relational experiences and which
influence how relational experiences
between two individuals are interpreted
(Claessens et al., 2017; Spilt et al., 2011; Teistler et al.,
2019)
• TSR vs. teacher-class relationship (TCR)
(Wubbels et al., 2014)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
TSR
TCR
Extended Version

6. 6
Importance of TSR for TWB
Need for social belonging with students especially important for
primary school teachers (Aldrup et al., 2017; Collie et al., 2016; Klassen et al., 2012)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Theories of needs
and motivation
Baumeister & Leary 1995;
Deci & Ryan, 1993, 2006;
Maslow, 1954
Professional identity
Butler, 2012; Riley, 2009;
Van der Want et al., 2015
Neurobiology
Bauer, 2019; Insel, 2003
Extended Version

7. 7
Quality of TSR and TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Research need:
TWB as multidimensional model
+ closeness, student motivation, ...
(Aldrup et al, 2018; Evans et al. 2019;
Hagenauer & Hascher, 2018; Milatz et al.,
2015)
− conflict, disrespect and rejection
by students, …
(Aldrup et al, 2018; Evans et al. 2019;
Gastaldi et al., 2014; Hagenauer & Hascher,
2018; McGrath & Van Bergen, 2019)
Extended Version

8. 8
Fostering and dealing with TSR of different qualities:
Social-emotional competence
Theoretical
background
+
Research
questions
Methods
Results
Discussion
• Emotion regulation
(Chang, 2013; Chang & Davis, 2009)
• Emotion work
(Isenbarger & Zembylas, 2006; Taxer & Frenzel, 2015)
• Reflect on relationship patterns
(Evans et al., 2019; McGrath & Van Bergen, 2017; Spilt & Koomen, 2009)
• Interrupt negative habitualised appraisal patterns
(Chang, 2013; Claessens et al., 2017; Newberry, 2010; Scherzinger et al., 2019)
Research need: Teacher’s perspective
(Hagenauer & Hascher, 2018)
Extended Version

9. 9
Research questions
RQ 2 How do primary school teachers describe TSRs that hamper
teacher well-being and how do they cope with?
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
Extended Version

10. 10
Methods: Qualitative approach
Interviews
• semi-structured interviews (approx. 60 min) based on a
relationship map
• January/February 2021
Sample
• primary school teachers (Bern, Lucerne, Zurich), N = 26
• position: Classroom teacher 3rd-6th grade
• min. three years of teaching experience
Analysis
• structuring qualitative content analysis (Kuckartz, 2018)
• category system (deductively + inductively)
• MAXQDA 2020
• corrected Kappa value (Brennan & Prediger, 1981) of к = 0.74
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Extended Version

11. 11
Relationship Map
TSR (boy)
TSR (girl)
hampers TWB
promotes TWB
teacher-class
relationship
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Fig. 1. Relationship map
Extended Version

12. 12
Importance of TSR for TWB
• TSRs play an important to very important
role in teachers’ professional lives (N =
26)
• TSRs also important for student’s
academic success (N = 15)
• specific students who need a good
relationship (N = 4)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
If a child does not have a
positive relationship with a
teacher, s/he will not like
coming to school and this
will impede learning.
(4L04, 11)
Extended Version

13. 13
Importance of TSR for TWB
TSR as source of both positive
and negative emotions, cognitions
and physical sensations (N = 26)
+ joy, pride, fun, satisfaction,
being energized, good sleep,
relaxation …
– stress, fear, disgust with
oneself, anger, annoyance,
powerlessness, worries,
sickness …
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
If we have a good relationship, it
helps me to understand the child
and I get less angry when things
don't work out. (5B03, 72)
Extended Version

14. 14
TSRs that hamper TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 2 How do primary school teachers describe TSRs that hamper
teacher well-being and how do they cope with?
Relationship map:
− n = 47 positioned at medium to
high conflict
− n = 25 positioned at medium to
high conflict and medium to
strong closeness
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
n = 25
n = 22
n = 17 n = 5
Fig. 2. Relationship map of TSRs that hamper
TWB; N = 69
Extended Version

15. 15
TSRs that inhibit TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
− respect/discipline (+2/-18)
− motivation (+9/-11)
− students active search for relationship
with teacher (+11/-11)
− understanding (+22/-9)
− support (+2/-18)
− disciplinary interventions (+14/-0)
RQ 2 How describe primary school teachers TSRs that inhibit well-being
and how do they deal with them?
Schema Student
Schema Teacher
What worries me is that she can
trigger feelings in me – that I’m really
close to explode – and how she can
influence me with her behavior.
(6L03, 105)
Extended Version

16. 16
TSRs that promote TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
n = 15
n = 0
n = 5 n = 87
Relationship map:
− n = 102 positioned at medium to
strong closeness
− n = 87 positioned at medium to
strong closeness and poor to
medium conflict
Fig. 3. Relationship map of TSRs that promote
TWB; N = 107
Extended Version

17. 17
TSRs that promote TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
− students active search for relationship
with teacher (+17/-2)
− respect/discipline (+9/-11)
− humour (+10/-0)
− teachers active search for relationship
with student (+15/-2)
− understanding (+14/-0)
− support (+13/-0)
Schema student
Schema teacher
I think what makes it special, what
makes it particularly good, is that
this child tells me a lot, but not too
much, […] (6B10, 27)
Extended Version

18. 18
Discussion and Limitations
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Discussion
I. Combination of different relationship
qualities: positive and negative
dimension as independent (Brinkworth et
al., 2018; Roorda et al., 2011)
II. Role clarification: «Students learn,
because the teacher is cool» (Aldrup et
al., 2017; Hagenauer & Hascher, 2018)
III. Dyadic relationship: social-emotional
competence of students (e.g., clear
communication of one's own needs)
(Hagenauer & Volet, 2014; Nickel, 1976; Pianta,
2001; Rosemann, 1978)
Limitations:
 Sample selection:
High to very high TWB,
indicators of high social-
emotional competence
 Sample size
 Social desirability
Extended Version

19. 19
Future Research and Practical Implications
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Future
Research
Practical
Implications
• Quantitative follow-up study
• Discrepancies between external and self-perception
• Teachers with low well-being in school
Social
emotional
competence
Fostering
cooperation
with teachers,
specialists and
parents
Adequate
support for
students
Extended Version

20. 20
Theoretical
background
+
Research
questions
Methods
Results
Discussion
«The ability to create and maintain positive one-on-one
relationships with student is of major importance for teacher
job satisfaction and well-being«
(Claessens et al., 2017, p. 491)
Extended Version

21. 21
References I
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References II
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References III
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References IV
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Extended Version

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We are pleased to welcome you to our presentation
Thursday, September 9,
2:00pm - 3:30pm
08 SES 15 A: Teachers:
Wellbeing and Stress
Manuela Haldimann
Karin Schmid
Tina Hascher
manuela.haldimann@
students.unibe.ch