Teacher-child relationships in Turkish and United States schools: A cross-cultural study

Derya Beyazkurk, John Kesner

    Research output: Contribution to journalArticlepeer-review

    51 Citations (Scopus)


    Recent educational research utilising Bowlby's attachment theory has focused on children's interpersonal relationships with their teachers. Research in this area has indicated that the security of the teacher-child relationship influences children's development in many of the same ways as secure parent-child attachments. The purpose of this study is to examine and compare a United States and Turkish sample of teachers and their perceived relationships with their students. It was hypothesised that because teachers in the United States receive more information related to the developmental needs of children, they would be more sensitive to the need for closeness in teacher-child relationships. Results indicate that, in fact, Turkish teachers report less conflict and more closeness to their students than did United States teachers
    Original languageEnglish
    Pages (from-to)547-554
    Number of pages8
    JournalInternational Education Journal
    Issue number5
    Publication statusPublished - 2005


    • Attachment
    • relationships
    • multicultural
    • teachers
    • children
    • Turkey
    • United States


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