Australian Journal of Teacher Education
Abstract
This study focuses on the perceptions pre-service teachers hold about their own abilities to form relationships with four stakeholders of schools: students, parents, teachers and administrators. Survey data from 257 students enrolled in teacher preparation programs in a mid-sized, private university in the Western US were collected, including their beliefs about relationship skills, experience with children/youth, and conceptions of relationship formation as practicing teachers. Results indicate high confidence in relationship skills, yet few ideas on how to translate those into action when it comes to forming professional relationships. These findings suggest that pre-service teachers may be underprepared regarding the relational aspects of teaching, contributing to teacher turnover. Implications for teacher preparation programs’ role in providing instruction of the purpose and benefits of relationships with all stakeholders are discussed.
Was this research funded?
No, research was not funded
Recommended Citation
Newberry, M., Hinchcliff, E. B., Cole, C., & Richardson, M. (2026). Pre-service Teachers’ Self-perceptions of Relationship Skills for Future Work in Schools. Australian Journal of Teacher Education, 51(1). https://doi.org/10.14221/1835-517X.7424
Included in
Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social Psychology Commons