Exploring the role of student teachers' self-efficacy beliefs and teacher-student rela-tionship quality in students' school adjust-ment competencies

Abstract

Introduction. The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher's self-efficacy belief, and students' behavioral and aca-demic orientations. In this way, the current research might be helpful to understand and do-cument the direct and indirect impacts of teacher self-efficacy beliefs on the linkage between the quality of teacher-student relationship and students' school adjustment. Method. The sample for this research project comprised primary and elementary grade class-rooms and their student teachers, who are enrolled in teacher education programs at a large university in the Southwestern region of the United States. Eighty-seven student teachers (81 female, 6 male) reported on their perceived relationships with 258 primary and elementary students (168 Female, 90 male. Results. As hypothesized, children with high ratings on relational conflict with teachers were also perceived as more behaviorally deviant and less competent socially and academically. The reverse trend was identified for children with high ratings on relational closeness and dependency. Discussion or Conclusion. In addition, the current study showed that teachers with higher self - efficacy beliefs are more likely to build closer and warmer relationships with their students because they had more confidence in their capacity and skills to employment of effective classroom management skills and ability to enhance students' engagement.