Examination of teacher-child relationship in terms of teacher-related variables

In this study was carried out to examine teacher-child relationship in terms of variables related to teachers in preschool period. Relational screening model was used in the research and the sample was composed of 201 teachers working in Kayseri province. The sample group was selected by stratified sampling and random sampling method. Data were collected using Personal Information Form, Maslach Burnout Inventory, Barnett Child Loving Scale, Beck Depression Inventory, Self-Efficacy Beliefs Scale. Mann Whitney U test, Kruskal Wallis, Kolmogorov Smirnov and ANOVA, which are non-parametric tests, were used for data analysis. As a result of the research, it was concluded that teachers' depression states affect the relationship they establish with children. It was observed that the demographic variables related to the teacher, age, number of children owned, class size, absenteeism during the year, professional experience, the relationship established with the parent and the relationship with the manager did not make a significant difference on the teacher-child relationship. There was a significant relationship between teacher-child-loving status and teacher-child relationship, conflict and addiction sub-dimensions. No significant relationship was found between teacher burnout and self-efficacy beliefs and teacher-child relationship. A negative correlation was found between the depression status of the teacher and the relationship between the teacher and child relationship. These results are discussed in the light of the relevant literature and various suggestions are presented.