Teacher-Child Relationships: Contribution of Teacher and Child Characteristics

Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

“…Some researchers have also documented small, but positive associations between teaching experience and teachers' perceptions of student behaviors and interactions (Clarridge & Berliner, 1991;Fisher, Fraser, & Kent, 1998). Yet other studies, primarily conducted among relatively small samples of young children, failed to establish associations of teaching experience with observed teacher sensitivity and negative affect (Stuhlman & Pianta, 2002), and conflict and closeness (Choi & Dobbs-Oates, 2016). Interestingly, though, in their study among 50 Kindergarten and first-grade teachers, Stuhlman and Pianta (2002) observed that the negative affect teachers with more years of experience represented in relationships resulted in less sensitive behavior toward individual students.…”

The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

“…It is well established that the quality of teacher–child relationships are based on various individual characteristics of the teacher and child contributing to the relationship itself (Pianta, 1999). Thus, in seeking out a variance in the relationship based on racial mismatch, teacher–child conflict, and teacher self‐efficacy, similar to prior studies (e.g., Choi & Dobbs‐Oates, 2016), the following variables were included as controls: teachers' highest level of education, number of years teaching, status as a young teacher, number of children in teachers' classroom, number of children living in children's home, and children's socioeconomic status. Teacher information was gathered from the BEST in CLASS Teacher and Classroom Demographic Survey, which requested information regarding status as a young teacher (i.e., 18–25 years old ), the highest level of education ( high school diploma, associate's degree, bachelor's degree, master's degree, education specialist, doctoral degree, other ), number of years of teaching, and classroom demographics (e.g., number of children in the teachers' classroom ).…”

“…The BEST in CLASS Caregiver and Child Demographic Survey provided information regarding socioeconomic status as annual household income ( <$15k, $15k–$24,999, $25k–$49,999, $50k–$99,999, >$100k ), and the total number of children living in the home. Teacher variables, like teacher education, are critical as they have been found to moderate associations that include teacher–child relationships (Choi & Dobbs‐Oates, 2016). Child‐related variables, like socioeconomic status, are important as children at‐risk tend to experience lower quality relationships with teachers (Jerome, Hamre, & Pianta, 2009).…”

“…The current study aims to extend the literature by testing whether the relations between a racial mismatch between teachers and children in their classroom with problem behaviors and teacher‐perceived conflict with children was mediated by teachers' classroom management self‐efficacy. In addition, the following variables were included as controls, based on previous research (Choi & Dobbs‐Oates, 2016; Pianta, 1999) suggesting they can impact the quality of teacher–child relationships: teachers' highest level of education, years of teaching experience, number of children in teachers' classroom, number of children living in children's home, and children's socioeconomic status. Based on self‐efficacy theory (Bandura, 1977) and previous research (e.g., Geerlings et al, 2018), we hypothesized that teachers with a greater proportion of higher problem behavior children who mismatch their race will have less classroom management self‐efficacy and, in turn, greater teacher‐perceived conflict.…”

Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between U.S. and Turkish Preschoolers

“…Although there is a tendency to stregthen cultural roots in different societies, there also has been a transition to approach cultural diversity in a more welcoming manner as this is important for more harmonious society (Lefringhausen et al, 2021) Because of the aformentioned factors, cultural diversity has become more evident in schools across different countries. Considering that the number of students from different racial, ethnic, and cultural backgrounds is increasing in many countries in Europe, and specifically in the United States, education in diverse classrooms emerges as a crucial need (Choi & Dobbs-Oates, 2015;Su, 2005). Although we cannot assume culture reflects overall practices within a particular society, a sufficient level of understanding about different cultures/subcultures and their practices might have considerable influences on creating a more acceptable school/classroom environment for children (Griph, 2015).…”