TEACHERS’ EDUCATIONAL PRACTICES: INTERACTIONS WITH EXTERNALIZING PROBLEMS AND BOYS’ SOCIAL SKILLS

Abstract

Teacher-student relationships have been little investigated, especially when considering multiple interaction variables from the dyad's point of view. This study aimed to examine the predictive effects of teachers' educational practices on the externalizing behavior problems and social skills of preschool and school-age boys, as well as how these variables interact in models of mediation and moderation. A total of 121 teachers participated in this research, answering standardized instruments about the educational practices, social skills, and behavior problems of 145 preschool and school-age boys. Simple and multiple logistic regression, as well as moderation and mediation analyses, were conducted. The results indicated that both negative and positive educational practices influence the occurrence of behavior problems and the development of social skills in children. Additionally, the results showed that boys' social skills mediated the relationship between teachers' negative practices and behavior problems, thereby reducing this impact. However, the positive effect of positive practices was not confirmed. Interventions with children to develop social skills and with teachers to improve educational practices are recommended.