In terms of multiple attachment bonds, the teacher-child relationship is crucial for the child's emotive and cognitive development. Contextualists underline that in development, interaction between the individual and micro-sociocultural contexts plays a mediating role (Cole & Cole, 1989; Bruner, 1990; Rogoff, 1990). For Pianta (1999) teacher-pupil interaction has a crucial developmental function in preschool and primary-school-aged children’s adaptation. This study will investigate how male primary teachers affect teacher-child relationships. Gender is assumed to condition the perception of the relationship with pupils and the evaluation of their academic skills. 310 primary school children (155 males, 155 females, age range: 73-110 months; Mean=90.92; SD=10.845) and their 52 teachers (10 males, 42 females; age range: 26-62 years; Mean=45.75; SD=9.205) were involved. The instruments used were a specially designed socio-personal questionnaire and the Italian adaptation of the Student-Teacher Relationship Scale. The analysis revealed the two groups of teachers showed no great differences in perception of Closeness, Conflict and Dependency in teacher-pupil relationships. However, male teachers’ evaluation of their relationship with female children show statistically relevant differences. Female teachers, more than their male colleagues, significantly differ concerning Closeness and Dependency in evaluating male as against female pupils.
Teacher gender differences in teacher-child interaction
R. Quaglia;F. G. Gastaldi;L. E. Prino;T. Pasta;C. Longobardi
2013-01-01
Abstract
In terms of multiple attachment bonds, the teacher-child relationship is crucial for the child's emotive and cognitive development. Contextualists underline that in development, interaction between the individual and micro-sociocultural contexts plays a mediating role (Cole & Cole, 1989; Bruner, 1990; Rogoff, 1990). For Pianta (1999) teacher-pupil interaction has a crucial developmental function in preschool and primary-school-aged children’s adaptation. This study will investigate how male primary teachers affect teacher-child relationships. Gender is assumed to condition the perception of the relationship with pupils and the evaluation of their academic skills. 310 primary school children (155 males, 155 females, age range: 73-110 months; Mean=90.92; SD=10.845) and their 52 teachers (10 males, 42 females; age range: 26-62 years; Mean=45.75; SD=9.205) were involved. The instruments used were a specially designed socio-personal questionnaire and the Italian adaptation of the Student-Teacher Relationship Scale. The analysis revealed the two groups of teachers showed no great differences in perception of Closeness, Conflict and Dependency in teacher-pupil relationships. However, male teachers’ evaluation of their relationship with female children show statistically relevant differences. Female teachers, more than their male colleagues, significantly differ concerning Closeness and Dependency in evaluating male as against female pupils.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
