Dittmann, Christian
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Publication Access status: Open Access , Die Lehrer-Schüler-Beziehung als Schlüssel zur Regulation von externalisierenden Verhaltensstörungen – Belastungen und persönliche Eigenschaften der Lehrkräfte in unterschiedlichen Schulformen sowie wichtige Beziehungsfaktoren aus Sicht der Sonderpädagog*innen(2024)Externalizing behavioural disorders (EBD) among pupils are constantly on the rise in schools, which can also lead to mental illness among teachers (Vorwerk et al., 2016). At the same time, there is currently a lack of teachers in Germany. Therefore, the consideration of possible regulatory strategies for EBD in schools appears to be an important research perspective. This study initially focuses on presenting the current state of research with the help of a systematic review. In conjunction with this, a meta-analysis was carried out on the influence of various factors of the teacher-student-relationship on EBD. A mixed-methods survey of qualitative and quantitative data in special schools for emotional and social development and in integrated mainstream schools enabled further questions to be investigated. Data on the burdens experienced by teachers, their emotions and experiences with EBD were collected and analyzed. The results speak for the high significance of the teacher-student-relationship for the regulation of EBD in pupils. At the same time, a high level of psychological stress among teachers was identified in both types of schools. The qualitative data also highlighted important relationship factors such as empathy, trust, authenticity and closeness to the pupils.Source Type:Doctoral Thesis1263 10192 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Experiences with teachers in childhood and their association with wellbeing in adulthood(2022); Background: Prior research mainly focussed on the impact of the teacher-student relationship on teachers emotions and wellbeing. Current data shows a relationship between the quality of the teacher-student relationship and children’s mental health. Unfortunately, it has not yet been investigated whether meaningful experiences with teachers also have an impact on students’ well-being and whether an effect can still be found in adulthood. This work examines the impact of meaningful experiences with teachers during childhood and adolescence on the well-being of adults. Methods: The data in this study was collected by using a questionnaire. The current well-being of the participants was assessed with measures of life satisfaction, resilience, anxiety, stress, depressiveness, and self-esteem. Also, participants were asked to briefly write about their most meaningful experiences with teachers and rate them regarding their valence. These experiences were categorized into seven categories using a summarizing content analysis. We then conducted a statistical analysis with the data obtained. Results: The results showed a highly significant correlation between the participants’ self-esteem and the valence ratings of their experiences. Furthermore, the experience category had a substantial effect on individual self-esteem. Overall, this study demonstrated that a relationship exists between the well-being of adults and their experiences with teachers during childhood and adolescence. Conclusion: The results of this study call for a reflective, fair, authentic, and empathetic approach to students. Accordingly, teachers should be intensively trained to establish a relationship with their students that is characterized by appreciation and empathy.Source Type:Article327 107