The importance of elementary school children’s perceived relationship with their classroom teacher for their rule compliance

Abstract

International research confirms that Classroom Management (CM) can effectively reduce classroom disruptions. However, how CM is specifically defined in the research literature varies. Basically, a traditional, teacher-centered perspective can be distinguished from a broader perspective in which students are more involved. Along with a broader understanding, several authors additionally emphasize that the basis for an effective CM is a sustainable teacher-student relationship (TSR). The article examines the extent to which teacher-centered management of classroom disruptions (TMC) and the TSR are related to students’ rule compliance. In a cross-sectional survey with n = 548 students (49% female, age: M = 9.10, SD = 0.70) from third and fourth elementary grades in Germany, it was discussed whether a) the students’ perceived TMC is correlated with their rule compliance, b) the students’ perceived TSR is correlated to rule compliance, and c) a positive TSR favors the correlation of TMC and rule compliance. The results of the multilevel analysis confirm the second and third hypotheses with weak to moderate and very small effects. Accordingly, in the sense of the third hypothesis, it could be assumed that the more positive students perceive their relationship with their teacher, the more effective the TMC will be.