Examining Teacher-Related Factors in the Relationships Between Teachers and Students With Immigrant and Refugee Backgrounds

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Social and Emotional Learning With Language Learners and Immigrants (Table 12)

Abstract

In this research it is aimed to examine the teacher-student relationship that primary and preschool teachers establish with students with immigrant and refugee backgrounds from the teachers' perspective. Student-Teacher Relationship Scale was used to determine the quality of teachers’ relationships with their IRB students. The Teacher Self-Efficacy Perception Scale was used to obtain data regarding teachers’ perceived self-efficacy. The Teachers' Social-Emotional Competence Evaluation Scale was used to evaluate teachers' social-emotional competencies. Lastly, the Culturally Sensitive Teacher Scale was used to understand teachers' cultural sensitivity. Teacher-student relationships were analyzed based on preliminary data using correlation and regression analyses. It has been observed that culturally sensitive teacher attitudes play a crucial role in the relationship that teachers establish with IRB students.

Authors

• Alperen Senol, Istanbul Aydin University

• Büşra Gündeş Orman, Istanbul Aydin University