Support teachers' relational pedagogy through reflection and corrective experiences to prevent conflict escalation and emotional exhaustion¶

Strategy · All strategies
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The review recommends that teacher educators and school administrators attend to beliefs and feelings about classroom relationships, equipping teachers "with interpretative frameworks that promote constructive responses to relational and behavioral difficulties with specific students to avoid escalating conflict and emotional exhaustion." It notes that mental representational models are considered open models that can be modified by corrective experiences and through in-depth reflection, and that providing professional support for relational pedagogy will contribute to educational outcomes because good relationships are central to learning and instruction.

Design Implications¶

Context¶

Requirements¶

• Teacher educators and school administrators must understand the role of beliefs and feelings about relationships with specific students in professional development

Constraints¶

• The review notes there is virtually no research directly testing the underlying conceptual model

Target Learners¶

• teachers in preschool, primary, and secondary education
• teacher educators and school administrators

Target Learning Goals¶

• constructive responses to relational and behavioral difficulties
• prevention of conflict escalation and emotional exhaustion
• relational pedagogy

Claims¶

• Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict [+W]
• Teachers' internalized negative feelings about a child are related to displays of negative affect in observed interactions with that child [+W]
• Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed [~W]
• Perceived student misbehavior is consistently identified as a key source of teacher stress and is positively associated with emotional exhaustion [+W]
• Teachers report that relationships with students are a primary source of enjoyment, motivation, and job satisfaction [+W]

Related Strategies¶

• Train teachers and staff on how to deal with conflict in constructive ways to prevent conflicts from escalating
• Conflict De Escalation
• Set Aside Your Own Reaction

Examples¶

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Key Sources¶

• Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y