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Social and Emotional Learning and Teacher-Student Relationships: Preschool Teachers' and Students' Perceptions
Early Childhood Education Journal
Short Title: Early Childhood Education Journal
Format: Journal Article
Publication Date: 2017/05/01/
Pages: 427 - 435
Sources ID: 90686
Notes: Accession Number: EJ1134950; Acquisition Information: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com; Language: English; Education Level: Preschool EducationEarly Childhood Education; Reference Count: 34; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017
Visibility: Public (group default)
Abstract: (Show)
The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student-Teacher Relationships Scale-Short Form for 238 students aged 5-6 years old. 170 students were interviewed using the Young Children's Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers' perceptions of SEL in positive teacher-student relationships. However, there was no agreement between teachers and students regarding teacher-student relationships. These findings and their implications for research and practice are discussed.