Factors That Influence Teacher-Child Relationships in Head Start: Voices of Teachers

• In Event: Poster Session 13
  In Poster Session: Division K Section 3 Poster Session 2

Abstract

Numerous studies have examined influential factors on teacher-child relationships, however, only a limited number of studies have presented in-depth portrayals of teacher-child relationships at the preschool level. The purpose of this paper is to explore factors that influence teacher-child relationships in Head Start (HS). Ten HS teachers from five centers across two counties were recruited. Each participant was interviewed twice and observed once for a whole school day. Interview and observation data were analyzed through a Grounded Theory approach by using the qualitative data analysis software NVivo. Five themes have emerged: characteristics of teachers, parents’ cooperativeness, characteristics of children, classroom environment, and organizational support. The results may benefit fostering positive teacher-child relationships in HS.

Authors

• Shiyi Chen, Florida State University

• Beth Michelle Phillips, Florida State University

• Burcu Izci, Florida State University