Examination of teacher–child relationships in the context of family, child, and teacher systems among preschool children with low socio-cultural living conditions: Structural equation modeling

The purpose of this study is to test the teacher-child relationship of preschool children with low sociocultural living conditions within the framework of the family system (parenting style, parent's attachment style and family involvement), child system (child's attachment style, self-perception, child-teacher relationship, empathy skills, temperament, peer relationship, social competence and school adjustment) and teacher system (teacher's attachment style and teacher self-efficacy) using structural equation modeling. The study employed a relational screening model. The study tested the impact of the family, child, and teacher systems on teacher-child relationships using a structural equation model. The study population consisted of preschool teachers working in official independent kindergartens, primary schools, and secondary school preschool classes in Niğde Province, typically developing preschool children selected from these teachers' classes, and their parents (mothers). To achieve the desired sample size in accordance with the research purpose, purposive homogeneous sampling (non-random sampling) and simple random sampling (non-random sampling) were used, respectively. Purposive homogeneous sampling was used to identify neighborhoods with lower sociocultural living conditions in the Niğde city center. Independent preschools and primary and secondary schools with preschool classes in these neighborhoods were identified. In the final stage, simple random sampling was used to recruit two 5- and 6-year-old children from each teacher's class. 205 teachers, 386 children and their parents participated in the study. In the study, Demoulin Self-Perception Test for Children (DSPT) was used to measure children's self-perception; Children's Scale for Ratings of Teacher Support (CRSTS) was used to evaluate their relationships with teachers from the child's perspective; Attachment Styles Story Completion Test was used to determine attachment styles; Empathy Quotient Scale for Children (ECQS) was used to determine empathy level; Temperament Scale for Children was used to determine temperament; Social Competence and Behavior Assessment-30 Scale (SYDD-30) was used to evaluate social competence; School Adjustment Teacher Rating Scale was used to determine school adjustment; and Ladd and Profilet Child Behavior Scale was used to determine peer relationships. The Parenting Styles and Dimensions Scale was used to determine the parenting style of the parents, the Family Involvement Scale (PIS) was used to determine family involvement, the Experiences in Close Relationships Inventory-II (IE-II) was used to determine the attachment styles of both parents and teachers, the Teacher Self-Efficacy Scale was used to determine the teacher's self-efficacy perception, and finally, the Student-Teacher Relationship Scale was used to evaluate the teachers' relationship with the children. The data obtained in the study were analyzed using SPSS and LISREL programs in line with the general hypothesis and subhypotheses of the study. The AÇÖ model (family system, child system, teacher system, teacher-child relationship), developed based on the literature, was tested with LISREL 8.7 using a structural equation model. According to the research results, in the developed AÇÖ model, the family system explains 17% of the teacher-child relationship and 12% of the child system. The teacher system explains 31% of the teacher-child relationship and 23% of the child system. The child system explains 85% of the teacher-child relationship. In addition, it was determined that the child system has a partial mediating role in the effects of both the family system and the teacher system on the teacher-child relationship. The findings of the study are discussed within the framework of Developmental Systems Theory.