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Impact of Teacher-Student Relationship (TSR) : a comparison study between student with and without intellectual disability
Author
Ng, Julyn
Supervisor
Chong, Wan Har
Abstract
The purpose of this study is to compare if students with intellectual disability (ID) differ from their peers who are typically developing in their way of experiencing teacher-student relationships in schools. It also looked at which domains of the teacher-student relationship predict both behavioral and socio-emotional adjustment among students with and without intellectual disability. A review of literature indicates that typically developing students generally experience better relationships with their teachers, in comparison to their peers with intellectual disability. Furthermore, research on the impact of teacher-student relationships on students’ school adjustment have been generally reliably positive. Nevertheless, research conducted on teacher-student relationships among population with special needs are limited, especially in the East.
The sample comprised of a total of 364 participants; 200 students from a mainstream secondary school and 164 students from two SPED secondary school. All participants were administered a survey to measure their teacher-student relationships, behavioral adjustment and socio-emotional adjustment in schools.
The independent sample t-test analyses showed that students with intellectual disability reported significant better teacher-student relationships, as compared to their typically developing peers. The multiple regression analyses further revealed that teacher-student relationships have strong influence on students’ behavioral outcomes, both among students with and without ID. Specifically, absence of conflict and presence of support were important for the students. In terms of students’ socio-emotional outcomes, the multiple regression analyses showed that teacher-student relationships have influence only among students with ID, but not those in the mainstream schools.
The research is limited to only three schools in Singapore. Future work involving more schools so as to ensure better representation of students would be important. Besides, the research was also solely based on perception of participants. Therefore, future studies can consider having measures from other parties and incorporating other data collection means such as observation would also be meaningful. Nevertheless, the study has contributed more information and insight which may be useful in policy making as well as professional practices among school personnel.
The sample comprised of a total of 364 participants; 200 students from a mainstream secondary school and 164 students from two SPED secondary school. All participants were administered a survey to measure their teacher-student relationships, behavioral adjustment and socio-emotional adjustment in schools.
The independent sample t-test analyses showed that students with intellectual disability reported significant better teacher-student relationships, as compared to their typically developing peers. The multiple regression analyses further revealed that teacher-student relationships have strong influence on students’ behavioral outcomes, both among students with and without ID. Specifically, absence of conflict and presence of support were important for the students. In terms of students’ socio-emotional outcomes, the multiple regression analyses showed that teacher-student relationships have influence only among students with ID, but not those in the mainstream schools.
The research is limited to only three schools in Singapore. Future work involving more schools so as to ensure better representation of students would be important. Besides, the research was also solely based on perception of participants. Therefore, future studies can consider having measures from other parties and incorporating other data collection means such as observation would also be meaningful. Nevertheless, the study has contributed more information and insight which may be useful in policy making as well as professional practices among school personnel.
Date Issued
2016
Call Number
LB1033 Ng
Date Submitted
2016