Teacher Identity and Teacher-Student Relationship Quality: A Comparison of Teachers in Greece and the United States (Poster 47): Division C - Section 2a: Cognitive and Motivational Processes, 1:13 PM

• In Event: e-Lightening Ed-Talk Session 3

Abstract

The purpose of this study was to examine how teachers’ beliefs about themselves, their responsibilities, and their students evolve during their careers and influence the quality of their relationships with students. We were interested in learning about how teachers’ beliefs affect teachers’ feelings of burnout and the boundaries they create in their relationships with students, and how these processes are similar and different in Greek and American contexts. Interviews were conducted with 25 Greek and 15 American teachers to examine aspects of teacher identity, motivation, and teacher-student relationships (TSR) across contexts. Results indicate important differences in identity and responsibilities between the two countries that may affect burnout and TSR. Implications for teacher training and retention are discussed.

Authors

• Tim Urdan, Santa Clara University

• Georgina Stavopoulou, Aristotle University of Thessaloniki

• Sofia Eleftheria N. Gonida, Aristotle University of Thessaloniki