Abstract
High-quality teacher–student relationships are related to a wide range of positive student outcomes, especially in students with special educational needs. To enable tailored support to help teachers engage in positive relationships with these students, it is important to identify and understand the different types of teacher–student relationships that can emerge in this context. Aims of this study were to identify distinct teacher–student relationship types in special education and characterize these in terms of students' gender, problem behaviour, underachievement and teacher-perceived supporting ability. We explored consensus regarding perceived relationship-quality across teachers and students. In a cross-sectional design, 27 upper elementary special education teachers participated with 340 students (66.8% boys; Mage = 10.83). A latent profile analysis based on teacher reports revealed five relationship types: a close (52.9%), moderate (25.3%), ambivalent (8.8%), distanced (7.4%) and conflicted (5.6%) relationship. Student reports revealed three relationship types: close (65.9%), moderate (25.0%) and conflicted (9.1%). A high-quality, close relationship type was associated with less student problem behaviour and lower teacher-perceived supporting ability than lower-quality relationship types. Teachers and students had different perspectives on their shared relationship. These findings advance our understanding of the complexity of the dyadic teacher–student relationship and may inform interventions to enhance relationship quality.
Original language | English |
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Journal | Journal of Research in Special Educational Needs |
DOIs | |
Publication status | E-pub ahead of print - 23 Oct 2024 |
Bibliographical note
Publisher Copyright:© 2024 The Author(s). Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
Funding
This research was supported by a grant from the Netherlands Initiative for Education Research (NRO) to the last author (grant number 40.5.18540.190).
Funders | Funder number |
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Netherlands Initiative for Education Research | 40.5.18540.190 |
Keywords
- latent profile analysis
- primary special education
- problem behaviour
- teacher–student relationship
- upper elementary students