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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

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To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self‐efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social‐emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three‐factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher‐reported self‐efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher‐reported self‐efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self‐efficacy and school support were associated with lower behavior problems and higher social‐emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed.