The role of teacher-child relationships in predicting first graders' school adjustment levels
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https://doi.org/10.31039/plic.2024.12.280Keywords:
Teacher-child relationship, school adjustment, primary education, first grade, early childhood developmentAbstract
The teacher-child relationship is critical in children's social, emotional, and academic development, directly influencing their school adjustment during early primary education. This study aimed to examine the predictive effect of teacher-child relationship quality on the school adjustment levels of first-grade students. During the 2023-2024 academic year, the study utilized a survey design in primary schools affiliated with the Ministry of National Education in Kirkuk. The sample comprised 100 students aged 6-7 years (52% girls, 48% boys) and 10 female teachers. Data were collected using a Personal Information Form, the Student-Teacher Relationship Scale, and the School Adjustment Scale for Primary School Students. Findings indicated that the closeness and conflict dimensions of the teacher-child relationship significantly predicted students’ school adjustment levels. However, the dependency dimension of the relationship did not have a statistically significant effect on school adjustment. These results underscore the supportive role of closeness and conflict in facilitating school adjustment, while dependency neither contributes to nor hinders the adjustment process. The findings highlight the importance of fostering positive teacher-child relationships to support children's transition and adaptation during early primary education.
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