The Pupil-Teacher Relationship and Gender Differences in Primary School

Abstract

Abstract:In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school.The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male.The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.

Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

“…As Barker (2009) found, male adolescents are more likely to use SNS-based communication for social compensation and social identity. Our findings might mirror Barker's notion of social compensation to the context of student-teacher relationship, as it is known that male students have more conflictual relationships with teachers than female students do, and that female teachers have closer relationships with female students than with male students (e.g., Quaglia, Gastaldi, Prino, Pasta, & Longobardi, 2013;Split, Koomen, & Jak, 2012). Therefore, male students might find themselves inferior to their female peers regarding the relationships with their teachers (who are mostly female), hence the possible need for online compensation.…”

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

“…Studies investigating the role of STRs in promoting students' well-being and academic achievement in the perspective of attachment theory, have shown that teachers which act as a “secure base”—that is, being available, responsive and accepting of students' needs—improve their students' commitment (Hughes et al, 2008; Myers and Pianta, 2008; Gastaldi et al, 2015), competence (Baker, 2006), and favor the development of their learning interests (Hughes et al, 2008; Quaglia et al, 2013). Low-conflict relationships with teachers favor an increase in positive classroom climate and students' perceived teacher support, and a decrease in students' negative experiences (Hamre et al, 2008; O'Connor, 2010).…”

Mathematics, English and Gender Issues: Do Teachers Count?

“…For example, some teachers have been found to hold gender-stereotyped expectations of boys and girls (e.g., Legewie & DiPrete, 2012;Sadker & Zittleman, 2009), to assess identical work differently depending on whether the work was said to be that of a boy or of a girl (Cornwell, Mustard, & Van Parys, 2013;Dee, 2007), and to interact differently with boys and girls in the classroom (e.g., Duffy, Warren, & Walsh, 2001;Jones, & Wheatley,1990;Leder, 1987;Quaglia et al, 2013;Spilt, Koonen,, & Jak, 2012).…”