The Roles of Teacher Expectations and School Composition on Teacher-Child Relationship Quality

Autor/inn/en	Trang, Kim T.; Hansen, David M.
Titel	The Roles of Teacher Expectations and School Composition on Teacher-Child Relationship Quality
Quelle	In: Journal of Teacher Education, 72 (2021) 2, S.152-167 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trang, Kim T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120902404
Schlagwörter	Teacher Expectations of Students; Teacher Student Relationship; Young Children; Kindergarten; Grade 1; Asian American Students; Hispanic American Students; Interpersonal Competence; Conflict; School Demography; Poverty; Predictor Variables; Racial Composition; Longitudinal Studies; Surveys; Measures (Individuals); Rating Scales; Context Effect; Early Childhood Longitudinal Survey; Student Teacher Relationship Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Interpersonale Kompetenz; Konflikt; Schulbesuchsrate; Armut; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Messdaten; Rating-Skala
Abstract	Teachers provide emotional and behavioral supports essential for success in the classroom. This study examined the roles of child interpersonal skills, teacher expectations, and school racial and poverty compositions on the quality of relationships formed between teachers and children. A subsample from the Early Childhood Longitudinal Study--Kindergarten Cohort 2010-2011 data set was used to fit two-level, multivariate regression models. Findings showed children with higher interpersonal skills had lower conflict and higher closeness with teachers. High teacher expectations were associated with less conflicting relationships. At the school level, the association between teacher expectations and teacher-child conflict was moderated by the Asian and Hispanic student population, and teacher-child closeness was moderated by the Asian student population. In addition, a higher proportion of school poverty and high teacher expectations was associated with lower teacher-child conflict. Overall, findings suggest the importance of investigating teacher-child interpersonal processes within a school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01