Elementary school teachers' perceptions about their students' behavior and adjustment on an intrapersonal and interpersonal level

Postgraduate Thesis uoadl:2875757 195 Read counter

Κατεύθυνση Κοινωνικές Νευροεπιστήμες, Κοινωνική Παιδαγωγική και Εκπαίδευση
Library of the School of Education
Deposit date:
Stefanopoulou Sofia
Supervisors info:
Άρτεμις Γιώτσα, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Ιωαννίνων
Ηρώ Μυλωνάκου - Κεκέ, Καθηγήτρια, , Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μαρία Βασιλειάδου, Αναπληρώτρια Καθηγήτρια, Τμήμα Κοινωνικής Θεολογίας και Θρησκειολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Αντιλήψεις εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης για τη συμπεριφορά και την προσαρμογή των μαθητών και μαθητριών τους σε ενδοπροσωπικό και διαπροσωπικό επίπεδο
Translated title:
Elementary school teachers' perceptions about their students' behavior and adjustment on an intrapersonal and interpersonal level
The impact teachers have on the development of their students is unquestionable. Positive relationships between teachers and students are inextricably linked to students' academic performance, social behavior, and adjustment in the school environment. The teacher comes face to face on a daily basis with problematic pupil attitudes which are directly related to their psychological adjustment.
In the present study, we explore the perceptions that teachers have shaped concerning the behavior and adjustment of their students on an intrapersonal and interpersonal level. Our study utilizes as a theoretical framework the Interpersonal Acceptance – Rejection Theory (IPARTheory). The sample constituted of 119 children aged 8-9 (third and fourth grades of primary school, 50.4% boys) which were evaluated by their teachers at levels of behavior and psychological adjustment participated. Results have shown that teachers find little behavioral problems in intensity and degree to their pupils. Teachers perceive child aggression as frequent, as well as causing disruption during the learning procedure, disobedience to the teacher, intense fights and anger manifestation. In a fairly high percentage of students but with less frequency behaviors such as lack of respect, misconduct and disobedience at rules of the school environment appear. One of the most important findings is that the most common behaviors that cause problems and disturbance are not the most serious: teachers are more concerned with the high incidence of behavior and the minor but frequent violations of rules than with the severity of some other rarer but more intense behaviors. Teachers perceive the adjustment of their students as moderate at the interpersonal, interpersonal, and overall level. Teachers consider that each domain of children’s psychological adjustment is directly related to the other domains and that their pupils’ behavior is largely related to their psychological adjustment as a whole and more specifically to their interpersonal adaptation. An important correlation was also found between the interpersonal and interpersonal adaptation of children. Student behavior and adjustment were also correlated to the factor of children’s attendance in a public or private school, but did not show any statistical difference with respect to the gender of the child, the gender of the teacher and the class attendance.
Main subject category:
teachers’ perceptions, behavior, intrapersonal and interpersonal adjustment, psychological adjustment
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