Search

The positive relationship between teachers and students is a key element in the education of all students, especially those with whom establishing and maintaining a positive relationship is a particular challenge: students with emotional difficulties and/or behavioral difficulties (EBD). The aims of this paper were to identify differences between three levels of self-evaluated interpersonal relationship of a homeroom teacher with students with EBD difficulties (unsatisfactory, good, or very good IR) considering (a) academic performance of student measured by school grades, (b) type of appropriate form of education (regular, individualized) and (c) teacher’s assessment of the need for additional assistance in modifying of the student’s behavior. The study was conducted in 112 primary schools in Croatia where homeroom teachers estimated their interpersonal relationship with their students who manifests some emotional-behavioral difficulties. (86.50% boys, age 7-15, N=1072 students). Collecting data was voluntary and anonymous in measuring focus variables: interpersonal relationship teacher-student, school grades of students, type of students’ curriculum program and the need for additional help in modifying students’ behavior. Hypothesis were tested with descriptive and nonparametric statistics. The better the academic performance of students with EBD is, so the better IR with the homeroom teacher is assessed. There is no statistically significant difference between the type of program and the self-assessed relationship of the homeroom teacher with the student. Students with EBD who are deemed to need additional help with behavior modification have a more unsatisfactory relationship with their homeroom teachers. Interpersonal and communication competencies of teachers working with students with EBD are extremely important in fulfilling students' academic potential and healthy psychosocial development, so it is important to continue researching these topics.