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Examining the predictive effect of teacher–child relationship on young children’s self-perception

ABSTRACT The aim of the study is to examine the predictive effect of teacher–child relationship on children’s self-perception. Sample group of the study consisted of 104 children in the age group of 5 years attending preschool education in Samsun (Turkey). Student-Teacher Relationship Scale (STRS) and The Pictorial Scale of Perceived Competence and Social Acceptance were used. Among children, 51 (49.0%) were girls and 53 (51.0%) were boys. According to the results, it was determined that conflict and dependency, which were among the teacher–child relationship variables, had no statistically significant correlation with young children’s self-perception variables. Conflict and dependency did not predict statistically significantly the self-perception variables. Closeness did not predict statistically significantly cognitive competence and physical competence levels. Additionally, closeness predicted statistically significantly peer acceptance maternal acceptance and total self-perception.