Abstract
A positive teacher-class relationship is related to teachers' job satisfaction, and a positive teacherclass relationship correlates with cognitive and affective student outcomes. However, pre-service and beginning teachers experience difficulties in creating and maintaining positive relationships and orderly classrooms. This article examines how pre-service teachers' self-efficacy, personality traits, discipline strategies, and teacher-class relationship are interrelated. Pre-service teachers in the Netherlands filled in questionnaires regarding self-efficacy (TSES, Tschannen-Moran, & Woolfolk-Hoy, 2001) and personality traits (Big Five, Branje, van Lieshout, & Gerris, 2007). Students completed questionnaires about discipline strategies of the teacher (Lewis, 2001) and the teacher-student relationship (QTI, Créton, & Wubbels, 1984). Only friendliness was related to one of the dimensions of the teacher-student relationship (affiliation), but not to discipline strategies. The other personality trait that was taken into account, extraversion, was not related to discipline strategies or the teacher-class relationship. Self-efficacy was a significant predictor of a positive teacherpupil relationship and sensitive discipline strategies, but this relationship was only found for pre-service teachers who started the teacher programme in January (as opposed to starting in September). Of all variables, the three discipline strategies proved to be the best and strong predictors of the teacher-student relationship.
| Translated title of the contribution | Personality, self-efficacy, discipline strategies, and the teacher-class relationship of pre-service teachers |
|---|---|
| Original language | Dutch |
| Pages (from-to) | 21-39 |
| Number of pages | 19 |
| Journal | Pedagogische Studiën |
| Volume | 90 |
| Issue number | 1 |
| Publication status | Published - 21 Feb 2013 |