The mediating role of problem behaviours between resilience and teacher-child relationship

This study aimed to determine the mediating role of problem behaviors in the relationship between preschool children's resilience and the student-teacher relationship. The type of quantitative research used in the study was a relational survey model. Using convenience sampling, the study group consisted of 157 children (79 girls and 78 boys) aged 48–72 months, attending preschool and kindergarten classes affiliated with the Balıkesir Directorate of National Education in the Altıeylul and Karesi districts of Balıkesir. The data for the study were obtained using a "Personal Information Form" created by the researcher, the "Student-Teacher Relationship Scale" adapted into Turkish by Sahin (2014), the "Preschool and Kindergarten Behavior Scale" adapted into Turkish by Alisinanoglu and Ozbey (2009), and the "Early Childhood Resilience Scale" developed by Ersay (2016). The study's results revealed that children with conflictual and dependent relationships with their teachers exhibited lower levels of resilience. Additionally, it was found that the children's resilience predicted the closeness and conflict in the student-teacher relationship. Children with high levels of resilience were found to have fewer behavioral problems. Furthermore, children with fewer behavioral problems were observed to have closer relationships with their teachers, whereas children with higher levels of behavioral problems were found to experience frequent conflicts and develop dependent relationships (only for externalizing behavioral problems) with their teachers. It was concluded that internalizing and externalizing behavioral problems did not play a mediating role in the relationship children established with their teachers. It was understood that to foster effective communication with teachers, children's resilience should be supported, and measures should be taken to reduce problem behaviors.