Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect, and self-efficacy

By Jina S. Yoon. 2002

431 citations recorded by the source corpus.

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student–teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher–student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/8232ea3fdf65ce3c3d1913f78fff2d45545fa20f

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Citations in the corpus

Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. (2010, background): “…Robinson, 2002; Barbaresi & Olson, 1998; Emmer & Stough, 2001; Gold, 1984; Greene, Beszterczey, Katzenstein, Park, & Goring, 2002; Maslach et al., 1996; Yoon, 2002), their classroom management styles and strategies (WebsterStratton, Reid, & Hammond, 2001; Wentzel, 2002), and their skill in…”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “All of these variables related to students’ school satisfaction have also been found to be significantly associated with teachers’ levels of emotional exhaustion (e.g., Chang, 2009; Grayson & Alvarez, 2008; Jennings & Greenberg, 2009; Klusmann et al., 2008b; Yoon, 2002).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “…role of the significant others, such as school administration, students and colleagues in their well being (see Buss & Hughes, 2007; Frenzel et al., 2009; Lambert et al., 2009; McCormick & Barnett, 2011; Parrrott, 2003; Schutz, Hong, Cross, & Osbon, 2006; Summers & Davis, 2006; Yoon, 2002).”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “All rights reserved. reduce the quality of these important interactions with students (Li-Grining et al., 2010; Yoon, 2002).”
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, background): “In addition, teachers experiencing burnout are less tolerant of classroom behavior problems and tend to have more negative relationships with their students (Kokkinos, Panayiotou, & Davazoglou, 2004; Yoon, 2002), which can further exacerbate their experiences of stress (Grayson & Alvarez, 2008).”
Teachers—The Vital Resource (2013, background): “A considerable research literature supports the significant influence of effective teachers on desirable classroom and student outcomes (Jennings & Greenberg, 2009; Murphy et al., 2004; Yoon, 2002).”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “…cacy as an essential motivational determinant of the appraisal of one’s own resources and the resulting perception of burnout or stress (e.g., Abele & Candova, 2007; Caprara, Barbaranelli, Steca, & Malone, 2006; Ross, 1998; Schmitz & Schwarzer, 2000, 2002; Tschannen-Moran et al., 1998; Yoon, 2002).”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, neutral): “Teacher reports of stress and emotional negativity are associated with student misbehaviors (Yoon, 2002), and as one might expect, teachers express negative emotions in response to student behaviors on a routine basis (Carson & Templin, 2007; Hamre & Pianta, 2001; Pianta et al.”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “…teacher stress appears to contribute to the number of negative relationships that elementary school teachers report having with their students (Yoon, 2002), depression has been related to the sensitivity and responsiveness of preschool teachers (Hamre & Pianta, 2001), and a secure attachment…”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “…data indicate that many classrooms are characterized by strained relationships between teachers and their students (Murray & Murray, 2004; Yoon, 2002), creating a sense of belonging uncertainty for students that may undermine their engagement and performance in school (Yeager et al.,…”
Measuring Elementary Teacher Stress and Coping in the Classroom: Validity Evidence for the Classroom Appraisal of Resources and Demands. (2009, methodology): “Yoon (2002) reported a Cronbach’s alpha of .83, and in this study the Cronbach’s alpha was .766.”
Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions (2018, background): “Stress also can affect teachers relationships with students (Yoon 2002).”
Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, neutral): “Positive relationships with individual students have been mentioned by teachers as an important source of enjoyment and motivation and problematic ones as causing stress and negative emotions (Friedman, 2006 ; Hargreaves, 2000 ; Yoon, 2002).”