Abstract:In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school.The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male.The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.

Introduction. Despite the clear relevance of the Student-teacher relationship, studies have

Introduction. The literature highlights that pupils with Specific Learning Disability (SLD)

Abstract:Background:

Las teorías más extendidas sobre el fenómeno del estrés han considerado, como factores principales, la relación entre el organismo y el entorno, los aspectos sociales y psicológicos y la evaluación personal hecha por parte del sujeto con respecto a los estímulos estresantes. En el contexto escolar, los problemas encontrados en la gestión del comportamiento de los estudiantes constituyen el factor de estrés más importante y universal. En la literatura, pocos trabajos se centran en el estudio del estrés y el burnout como una función específica de la relación profesor-alumno. El propósito de esta investigación es poner de relieve la existencia de correlaciones entre burnout, auto-eficacia, rendimiento académico de los estudiantes y la calidad de la relación profesor-alumno. Estuvieron involucrados 37 profesores de las escuelas primarias en el norte-este de Italia (edad en años: rango=27-57, M=44.76, SD=8.38). Se ha propuesto una rejilla construida específicamente para la detección de socio- personales, el Maslach Burnout Inventory (MBI), la Classroom and School Context Teacher Self-efficacy Scale (CSC-TSES) y Student-Teacher relationship Scale (STRS). El análisis realizado muestra una mutua influencia entre el nivel de autoeficacia de los profesores y el grado de burnout; el conflicto es la única dimensión que correlaciona significativamente con el nivel de burnout y la auto-eficacia se refiere a la capacidad de gestionar la el contexto de la clase.