Browsing by Subject "opettaja-oppilassuhde"

Objectives. Attachment theory is a theory of social development and personality, known around the world. According to the theory, children have an innate tendency to develop a biologically based and central nervous system-regulated attachment bond to their primary caregivers in order to ensure safety, care, and survival. Early attachment experiences contribute to the way one sees oneself and others and lead to secure, insecure, or disorganized attachment styles, which affect rest of one’s life. Previous research has confirmed the universal nature of attachment, different attachment categories and styles, and early attachment’s links with future relationships and various internal and external problems. Attachment research has traditionally concentrated on early childhood and early childhood environments, whereas middle childhood, adolescence, and school context have been studied less. The objectives of the present study were to find out what kinds of links there are between attachment and the lives of school-aged children and youngsters, what kinds of attachment-related challenges teachers encounter at school, and how teachers could support their students with those attachment-related challenges. The aim is to explore attachment in the lives of school-aged children and youngsters, including at school, to gain a better understanding and to create a valuable foundation for future research. Methodology. The present study was conducted as a systematic literature review, which allowed the gathering of diverse and comprehensive, yet relevant research material, while also supporting objectivity and reproducibility aspects of the study. The material, available through electronic databases, was comprised of research articles from around the world, published in peer-reviewed international research journals. The material was analyzed thematically by research questions and topics, which were then used as a framework in the Results section. Results and conclusions. Early attachment and attachment styles were directly and indirectly linked to the lives of school-aged children and youngsters, including teacher-student relationships, peer relationships, family relationships, and academic achievement, as well as internal and external problems. Various attachment-related challenges and problems were visible at school, but teachers had many ways to buffer them. Current attachment research has not affected or changed school environments enough. Much more attention should be given to attachment within schools, teacher education, and in-service training programs in order to give students better support for their attachment-related problems and challenges.

Aims. Previous research has indicated that the quality of pedagogical relationship is related to students’ school-achievement. The quality of the relationship has also been shown to affect student’s engagement and coping in school. In addition, previous research shows that the quality of the teacher-student relationship is strongly affected by the somewhat permanent characteristics of a teacher and a student. For this reason, enhancing teachers’ professionality and awareness could be thought to play a significant role in developing the relationships. As the role of the teacher in the development of the relationships has been recognized as important, this thesis is focused on studying teachers' perceptions. Thus, the purpose of this thesis is to examine what kind of challenges do Finnish classroom teachers associate with the forming of pedagogical relationships, and which factors do teachers describe as promoting the quality. By answering the research questions, the aim is to increase knowledge of what Finnish classroom teachers think about pedagogical relationships. Methods. The research approach adopted in this thesis was qualitative. The research data was gathered by semi-structured interviews that were carried out via video calls. Seven classroom teachers were interviewed. The interviews took place during January 2022. When selecting the interviewees, the only criteria was that the participant had to have experience in working as a classroom teacher. There were also imaginary case-examples used in the interview. The cases represented different kinds of pedagogical relationships. The data was analyzed by a phenomenographic approach. Results and Conclusions. The teachers’ views on the challenges were divided into five different categories: teacher-related challenges, student-related challenges, school-related challenges, parent-related challenges and external challenges. The teachers’ views on the promoting factors of the relationships were divided into seven categories that include pedagogical methods, teacher’s thinking and being, attitude towards students, parents, collegial support, school culture and external factories. The results strengthened the idea of pedagogical relationships as dynamic phenomena that are influenced by multiple different factors. Considering the results of this thesis provides teachers an opportunity to raise their own awareness and reflect their own principles. The results also showed the kind of challenges, recognized by teachers, that could be easier to solve with better resources for education.

In this study, the actions of teachers are examined in the light of attachment theory. Attachment theory explains individual behavior based on early childhood caregiving experiences, leading to the formation of either a secure or insecure attachment model that influences an individual's behavior in close relationships throughout their lifespan. In attachment theory, the teacher-student relationship is seen as an attachment relationship closely resembling the bond between a child and a parent. The focus of this study is on the role of the teacher, aiming to investigate how the teacher's insecure attachment model affects the teacher-student relationship and whether it influ- ences the use of specific disciplinary methods in the classroom. Discipline is categorized into five common methods, as identified in previous research: angrily shouting at students, sarcasm, humiliation, collective punishment, and removing students from the classroom. The study employs a quantitative research approach, gathering data through an online survey from 134 teachers. The survey includes the use of ECR-R, STRS, and Discipline Scale instru- ments to examine teachers' attachment patterns, the quality of the teacher-student relationship, and the use of five different disciplinary methods. Data analysis involves analysis of variance and correlation testing. Respondents are categorized based on their attachment patterns, resulting in 101 secure and 33 insecure individuals, including 12 with avoidant attachment, 10 with ambivalent attachment, and 11 with fearful attachment. The results of the analysis of variance indicate that there is a statistically significant or nearly significant difference between teachers with secure and insecure attachment models in three var- iables measuring the quality of the teacher-student relationship. In the closeness variable, a nearly significant difference is observed between securely and ambivalently attached individuals (p = .040). In the conflict variable, a nearly significant difference is observed between avoidantly and ambivalently attached individuals (p = .024). In the dependence variable, statistical signifi- cance is found between securely and ambivalently attached individuals (p = .008) and between avoidantly and ambivalently attached individuals (p = .002). According to the correlation test, in- secure attachment has a statistically nearly significant correlation with angrily shouting at students (r=.35) and collective punishment (r=.377). Additionally, it is observed that secure attachment has a statistically significant correlation with the use of sarcasm (r=.311) and humiliation (r=.308), and a nearly significant correlation with angrily shouting at students (r=.229), collective punishment (r=.225), and removing a student from the classroom (r=.215). The findings indicate that teachers with secure and insecure attachment models impact the teacher-student relationship both positively and negatively in terms of conflict, closeness, and dependence. Securely attached teachers use disciplinary methods in a more diverse manner, while insecurely attached teachers primarily use yelling and collective punishment as effective means. The research emphasizes the importance of considering the teacher's attachment model in educational research, as its role in teaching is significant.

There have been many studies concerning the organization and management in classrooms and the disturbances that violate it. Most of them, however, have been done from the point of view of teachers. The goal of this study is to bring out the views of the pupils on this subject. This study aims to find out more information for the teachers on, how the students think the classroom disturbances could be reduced and what can the teachers do to improve classroom management. This study was done as a qualitive study. The material used in the study has been collected by interviewing ten ninth grade students. In the interviews, the students were asked different questions concerning classroom management and disturbances with an aspect of the role of a teacher involved. The material was then analysed using data-driven content analysis focusing on the views of classroom management. The results were formed from consistent themes found from the material, from which the researcher formed the main categories. The students brought up the usage of phones, talking with classroom friends and extra disturbances (for example, extra personnel in the classroom) as the main causes of classroom disturbances. The students showed that they understand their role in the cause of classroom disturbances but underlined the role of the teacher in their answers, as the key to a peaceful classroom. Teachers were expected to be clear with their rules and be justful in their actions which were aspects that the students respected. Results showed that the students felt that the classroom is more peaceful when the teacher has planned the lesson to match the students’ needs. Results also showed that teacher-student relationship and classroom atmosphere have an impact on the peace of the classroom.