Examining the Effects of Perceived Teacher Rejection on the Emotional and Behavioral Problems of School-Age Children in Pakistan

EasyChair Preprint 13607

Abstract

This research study investigates the effects of perceived teacher rejection on the emotional and behavioral problems of school-age children in Pakistan. The study recognizes the critical role of teacher-student relationships in children's development and aims to shed light on the impact of perceived teacher rejection on their well-being. The research utilizes a quantitative approach, employing surveys and questionnaires to collect data from a representative sample of school-age children in Pakistan. The data will be analyzed using statistical techniques, such as correlation and regression analysis, to examine the relationship between perceived teacher rejection and emotional and behavioral problems. The findings of this study will contribute to the existing literature on teacher-student relationships and provide insights into the cultural considerations specific to Pakistan. The implications of this research will inform educational policies and practices, emphasizing the importance of fostering positive teacher-student relationships for optimal child development in the Pakistani context.

Keyphrases: Behavioral Problems, Emotional problems, Perceived teacher rejection, attachment theory, social-emotional well being, socio-emotional development, teacher-student relationships

@booklet{EasyChair:13607,
  author    = {Elizabeth Henry and Harold Jonathan},
  title     = {Examining the Effects of Perceived Teacher Rejection on the Emotional and Behavioral Problems of School-Age Children in Pakistan},
  howpublished = {EasyChair Preprint 13607},
  year      = {EasyChair, 2024}}