INTERPERSONAL RELATIONS IN SCHOOL
DOI:
https://doi.org/10.5937/IJCRSEE1602009OKeywords:
interpersonal relations, teachers, pupils, singularity, didactic support and interaction, rough verbal and physical treatmentAbstract
As part of the scientific project titled “The Curriculum of Social Competences and Relations in School”, the aim of this paper is to examine the quality of interpersonal relations between teachers and pupils. On a sample of 432 teachers from 20 towns, 35 primary schools in the Republic of Croatia, and 432 pupils, it was confirmed that there is a difference in the appraisal of the quality of their interpersonal relations. Although the overall quality of interpersonal relations between pupils and teachers is at a moderately satisfactory level, pupils still appraise the quality of interpersonal relations lower than their teachers. In view of latent dimensionality, a factor questionnaire structure was used (14 variables; ordinal type) and two main components (subscales) determined: didactic support and interaction, and rough verbal and physical treatment. As part of the differential draft of our research, no gender differences were established (between female and male teachers) in the appraisal of the quality of interpersonal relations with pupils (on two subscales). The correlation analysis confirmed a low negative statistically significant correlation between the years of service and the subscale rough verbal and physical treatment (Rho=-0.101). In view of the subscale of rough verbal and physical treatment between pupils and teachers, such results on a negative correlation imply that older teachers, as opposed to their younger colleagues, use more corporal punishment in schools, treat pupils rudely, use nasty and impolite words, and call pupils insulting names.
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