The Examination of Teacher-Student Relations in Turkish First-Grade Educational Settings
Abstract: The goal of the study was to examine patterns of teacher-student relationships established during the first year of school in Turkish first grade contexts. Using a sample of urban public school Turkish children (N= 417) and teachers (N=24), we assess the psychometric characteristics of the Student-Teacher Relationship Scale (STRS; Pianta, 2001), a measure that has been widely used with Western samples. Exploratory factor analysis supported a three-dimensional structure (comprising Conflict, Closeness, and Dependency) for both the original 28- and the enhanced 31-item versions of the STRS. As hypothesized, there was no clear distinction between Closeness and Dependency. Children with high ratings on relational conflict with teachers were also perceived as more behaviorally deviant and less competent socially and academically. The reverse trend was identified for children with high ratings on relational closeness.