Examining the qualities of the homeroom teacher

Abstract

The purpose ofthis case study was to examine the characteristics ofthe student/homeroom teacher relationship at the Turkish Private School (TPS) in Ankara, Turkey. The research questions focussed on examining the qualities ofthe student/homeroom teacher relationship at TPS and the role that homeroom teachers played in an evolving pastoral care programme. The participants consisted of 142 predominantly Turkish students enrolled in grades six through eight in the 2010 — 2011 academic year and 151 predominantly Turkish students during the 2011 — 2012 academic year. Sixteen ofthe students in these grades were from a different cultural background. Homeroom teachers were predominantly international, mostly from a North American background, although there were a significant number of Turkish homeroom teachers. The questionnaire used to gather data consisted of 36 closed ended questions designed to illicit a response and specify the level of agreement or disagreement on a symmetric agree or disagree scale. The questionnaire used was adapted from 'A measure to assess student-instructor relationships' (Creasey, Jarvis, & Knapcik, 2009). The questionnaire was administered in May 2011, September 2011 and January 2012. Examination ofthe overall data suggests that the pastoral care programme at TPS is an effective one, with most students feeling connected to their homeroom teachers. Levels of anxiety were generally low. Homeroom teachers at TPS felt connected to their students and were working closely with their students to reduce stress and anxiety, however, the trend in the data seems to suggest a decrease in connectedness and an increase in anxiety over the academic year. The findings ofthis research suggest that the pastoral care programme at TPS could undergo a number of changes, to live up to its fiill potential.