Examining the Predictor Effect of the Teacher-Student Relationships on School Adjustment Levels of Students in Preschool Education

The relations between students and teachers are important in terms of the academic success of students. The student-teacher relationships supports the emotional development, self-confidence, and school competences of students. The purpose of the present study is to examine the predictive effect of teacher-student relationships on school adjustment levels of students. The Screening Method was used in the study. The sample group of the study consisted of 5-6 age group 133 students (72 girls - %54.1; 61 boys - %45.9) which is the The Ministry of National Education has continued to practice kindergartens and and all female 7 teachers in 2015-2016 education year in Vezirk？prü District of Samsun. Personal Information Form, Student-Teacher Relationship Scale, and Teacher Rating Scale of School Adjustment for 5-6 Years Old Children were used as data collection tools in the present study. According to the results; the level of conflict and closeness between teacher and student predicts the school adjustment level of 5-6 year-old students at a statistically significant level. The level of dependency between the teachers and the students does not predict the school orientation levels of 5-6-year-old students at a statistically significant level. According to the findings, two of the three dimensions of the teacher-student relationship are effective on the school adjustment levels of students. In addition, it was also concluded that the levels of dependency of the students on the teachers had no effects on school adjustment