Abstract
Previous research has identified the role of perceived peer hierarchies, or organizational structures, in affecting students’ adjustment to school (Lease et al. 2003, Journal of Early Adolescence, 23, 194–217). The purpose of this study was to examine whether middle school classrooms can be described in terms of the perceived status individual students hold for who will and will not be ‘liked’ by the teacher. Specifically we examined: (1) Do students share a mutually agreed on representation, a perceived organizational structure, for describing relative status with their teacher? (2) Are teachers perceived as systematically favoring girls or boys? (3) Are peers’ perceptions of teacher liking associated with individual students’ social and academic motivation and relationship quality with teachers? (4) Are students identified by peers as ‘not liked’ at risk for long-term teacher rejection and underachievement? And, (5) What are the underlying criteria students use to judge teacher likeability? Data for this study were drawn from peer ratings from 516 (262 boys, 254 girls) middle school students in 20 classrooms. Findings indicate multidimensional scaling techniques can be used to map the ‘teacher-liking space,’ accounting for > 90% of the variability in peers’ ratings of teacher likeability. Additionally, findings indicate perceived status in the teacher-liking space has consequences for students’ achievement and teacher relationship quality.
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Davis, H.A., Lease, A.M. Perceived organizational structure for teacher liking: the role of peers’ perceptions of teacher liking in teacher–student relationship quality, motivation, and achievement. Soc Psychol Educ 10, 403–427 (2007). https://doi.org/10.1007/s11218-007-9031-1
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DOI: https://doi.org/10.1007/s11218-007-9031-1