Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors

Abstract

Teachers’ ratings of children’s competencies may in part reflect characteristics and perspectives of teachers who assigned the ratings, which compromises their validity as a measure of child attributes. The purposes of this study were to use multilevel modeling to (a) estimate between-rater variance in teachers’ ratings of children’s social behaviors and relationships with teachers and (b) examine characteristics of teachers and classrooms associated with teachers’ perceptions of these social competencies. Ratings of 711 children completed by 210 prekindergarten teachers indicated that between 15% and 33% of the total variance in teachers’ ratings was attributed to mean differences between raters. After controlling for characteristics of children and their families, teachers’ ratings of positive relationships and behaviors were associated with fewer years of experience, higher self-efficacy, non-White race/ethnicity, shorter length programs, better child-teacher ratios, and programs located within school settings. Implications are discussed for interpreting and analyzing teachers’ ratings of children’s competencies.

Teacher Wellbeing: The Importance of Teacher–Student Relationships

“…Similarly, the percentage of teacher-student relationships in the classroom judged as negative by the teacher has been found to be associated with teacher reports of stress and negative emotions (Yoon 2002). In contrast, Mashburn et al (2006) found that it was closeness, and not conflict, that was positively related to teachers' efficacy beliefs regarding management of difficult child behavior in a sample of pre-kindergarten teachers. They did not find linkages between teacher-student relationship quality and teacher-reported depression.…”

“…However, there may be just a few students with more severe behavior problems who have a relatively strong influence on discipline issues and levels of stress experienced by teachers. Accordingly, there is much differentiation within teachers in their perceptions of behavioral problems and relational conflict (e.g., Mashburn et al 2006). Research into teaching stress indicates that problem behaviors do not necessarily lead to stress.…”

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

“…More recently, researchers have begun to show how personal characteristics of teachers can influence their assessments of the teacher-child relationship (Hamre, Pianta, Downer, & Mashburn, 2008;Kesner, 2000;Mashburn, Hamre, Downer, & Pianta, 2006). The present study aims to expand upon this line of research by examining how teachers' reports of their relationships with different types of kindergartners (socially inhibited, hyperactive, and average) are related to their personal assessments of the severity and the causes of these children's behaviors.…”

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

“…For example, children who feel well at school, compared to children who do not feel well at school, are more enthusiastic in participating at classroom activities, try harder, usually succeed, and, thus, become more confident about their school abilities (Ladd, Birch, & Bush, 1999;Mashburn, Hamre, Downer, & Pianta, 2006;Skinner, Wellborn, & Connell, 1990;Stephanou, 2005, submitted;Stipek, 1998). Also, positive emotions, such as curiosity, enjoyment, hope and pride, enhance motivation, facilitate learning and increase performance (Clore & Huntsinger, 2009;Meyer & Turner, 2002, Pekrun et al, 2002Stephanou, 2007Stephanou, , 2011b, whereas, intense negative emotions, such as anxiety, hopelessness, boredom and insecurity, and related thoughts, like a feeling of incompetent, interface with learning, decrease motivation, and is related to low performance (Kuyper, van der Werf, & Lubbers, 2000;Pekrun, 2005, Pekrun & Schutz, 2007Pekrun et al, 2010;Zeidner, 2007).…”