Ata Seda, Kimzan İlayda
Department of Early Childhood Education, Muğla Sıtkı Koçman University, Muğla 48121, Türkiye.
Behav Sci (Basel). 2024 Sep 5;14(9):778. doi: 10.3390/bs14090778.
The purpose of this explanatory sequential mixed-methods study is to explain teacher-student relationships in preschool classrooms in terms of the child's temperament and the pre-service preschool teachers' personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student-Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student-teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers' perceptions of the student-teacher relationship are explained by adult characteristics much more than pre-service teachers' perceptions.
这项解释性序列混合方法研究的目的是根据儿童的气质和学前教育职前教师的个性来解释学前课堂中的师生关系。该研究采用了序列探索性混合方法设计。由于同时获得了定量和定性数据，抽样分两个阶段进行：定量随机分层抽样和定性目的抽样。定量数据来自126名职前教师。定性研究组由18名职前教师组成。使用师生关系量表简版、儿童短气质量表（STSC）和五因素人格量表（FPI）收集定量数据。定性数据来自对18名教师的访谈。研究结果表明，师生关系可以由成人和儿童的特征来解释。此外，职前教师对师生关系的认知更多地由成人特征来解释，而非职前教师的认知。
