Teacher Perspectives on Managing Social Relationships in the Elementary Classroom

• In Event: Teacher-Student Interaction Patterns: Integrating Models of Instructional and Social Dynamics in the Classroom

Abstract

Objectives
Currently there are few measures designed to capture teachers’ efforts to manage classroom peer relationships (Farmer, 2000; Farmer, Lines & Hamm, 2011). Our objective is to anchor such measurement efforts in everyday educational practice by using teachers’ descriptions of their own strategies to identify a set of common practices that can be studied in relation to classroom and student outcomes.

Conceptual approach
We view the teacher as the leader of the classroom social system, building upon Farmer’s work and other ecological perspectives on teachers as active agents in shaping classroom relationships (Cairns & Cairns, 1994; Lewin, 1943; Gronlund, 1959). We view effective teacher practice as emerging in part from efficacy beliefs in specific domains (Dembo & Gibson, 1985).

Methods & Data Sources
109 teachers participated in a year-long study of social relationships in 1st, 3rd and 5th grade classrooms. Near the end of the school year, teachers completed audiotaped interviews regarding their role in managing classroom social relationships. After interviews were complete, teachers completed rating scales on these same topics. Transcripts were reviewed to arrive at categories that captured the range of strategies described by teachers; then all instances of each strategy use were coded for each transcript. We also rated (7-pt scale) each transcript for teacher Social Management Efficacy: a belief that s/he could improve social problems. Factor analysis of the rating scales indicated a scale with items describing efforts to support children with low peer status or reduce the salience of social status in the classroom (Mitigate Status Extremes).

Results
Preliminary results are based on an analysis of 21 interview transcripts, focusing on teachers’ responses to questions about students who have low peer status or are socially isolated. Content analysis indicated 13 strategies falling into three general approaches (Table 1). Instances of strategy use ranged from 1 to 10 per teacher (Mean = 3.85); more instances reflected more varied strategy use (e.g., the teacher with 10 instances used 7 different strategies). Teachers’ self-rated efforts to Mitigate Status Extremes were reliably correlated with instances of strategy use (r = .56, p < .05) and were strongly correlated with ratings of Efficacy (r = .80, p < .01). High-efficacy teachers reported satisfaction with past success: “I used a couple other kids and we modeled [approaching other children to ask them to be friends], which seemed to help him…. it is really neat to see that happen.” In contrast, low-efficacy teachers conveyed being overwhelmed or ineffectual: “With 24 kids it’s hard to see everything”; “the [isolated child] would just swing on the swings by themselves. You would approach and ask if you want to do something, but that was pretty much how they were at that time.”

Significance
Teachers’ descriptions of their own strategies provide insights into practitioner-relevant strategies for managing social relationships as well as perceived obstacles to effective practice. Future work will link these teacher-reported strategies to data on actual student relationship patterns in these classrooms to build toward an evidence-based professional development program.

Authors

• Kathleen Zadzora, The Pennsylvania State University

• Scott D Gest, The Pennsylvania State University

• Aaron M Miller, The Pennsylvania State University - University Park

• Rebecca Madill, Pennsylvania State University

• Philip C. Rodkin, University of Illinois