Naslov
INTERPERSONAL RELATIONSHIP BETWEEN HOMEROOM TEACHERS AND PRIMARY SCHOOL STUDENTS WITH REGARD TO ACADEMIC PERFORMANCE, FORM OF EDUCATION, AND ASSESSMENT FOR ADDITIONAL ASSISTANCE

Autori
Vlah, Nataša ; Posavec, Leona ; Jančec, Lucija

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
ICERI2021 Proceedings / Gómez Chova, L. ; López Martínez, A. ; Candel Torres, I. - : International Academy of Technology, Education and Development (IATED), 2021, 7419-7426

ISBN
978-84-09-34549-6

Skup
14th International Conference of Education, Research and Innovation (ICERI 2021)

Mjesto i datum
Online, 08.11.2021. - 09.11.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
academic performance ; emotional-behavioral difficulties ebd ; individualized educational plan iep ; homeroom teacher-student relationship ; additional assistance

Sažetak
The positive relationship between teachers and students is a key element in the education of all students, especially those with whom establishing and maintaining a positive relationship is a particular challenge: students with emotional difficulties and/or behavioral difficulties (EBD). The aims of this paper were to identify differences between three levels of self-evaluated interpersonal relationship of a homeroom teacher with students with EBD difficulties (unsatisfactory, good, or very good IR) considering (a) academic performance of student measured by school grades, (b) type of appropriate form of education (regular, individualized) and (c) teacher’s assessment of the need for additional assistance in modifying of the student’s behavior. The study was conducted in 112 primary schools in Croatia where homeroom teachers estimated their interpersonal relationship with their students who manifests some emotional-behavioral difficulties. (86.50% boys, age 7-15, N=1072 students). Collecting data was voluntary and anonymous in measuring focus variables: interpersonal relationship teacher-student, school grades of students, type of students’ curriculum program and the need for additional help in modifying students’ behavior. Hypothesis were tested with descriptive and nonparametric statistics. The better the academic performance of students with EBD is, so the better IR with the homeroom teacher is assessed. There is no statistically significant difference between the type of program and the self-assessed relationship of the homeroom teacher with the student. Students with EBD who are deemed to need additional help with behavior modification have a more unsatisfactory relationship with their homeroom teachers. Interpersonal and communication competencies of teachers working with students with EBD are extremely important in fulfilling students' academic potential and healthy psychosocial development, so it is important to continue researching these topics.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Edukacijsko-rehabilitacijske znanosti, Interdisciplinarne društvene znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

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