The way how pre-school teachers perceive their relationships they formed with their students, teaching beliefs regarding the profession and teachers’ competencies to regulate their emotions are effective issues in order to enhance teacher–child relationships. The participants of this research were 94 Turkish pre-school teachers and 282 children, 142 of whom were boys and 140 of whom were girls. It has been found out the cognitive reappraisal strategy used by teachers for emotion regulation increased with positive relationship perception of teachers. A positive relationship was revealed between the scores of sensitivity and verbal participation and level of closeness perceived within the child–teacher relationship. Moreover, there were meaningful and positive relationships between the level of sensitivity and suppression of the expression and cognitive reappraisal strategies considering emotion regulation. It has been understood that teachers perceived the relationships with girls closer though, when it comes to boys, the perception of conflict was prominently much higher.
KEYWORDS: Emotion regulation, teaching beliefs, children–teacher relationships, pre-school period, qualifications of teachers
While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation. low salaries and status. and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well us female teachers. Male teachers could provide Support for children as nurturing adults. It is critical to improve the perceptions about, gender-related issues in file profession of early childhood education. This Study aimed to explore the perceptions and thoughts Of Male Students. Five main categories were identified: attitudes towards male teacher identify; the advantages and disadvantages of being a male teacher; the future positions of male teachers and their future plans related to their job. The main issue was the identification and perception of early childhood teaching as "women's work".