We investigated the influence of a teacher’s perceived emotional state (e.g., feeling emotionally exhausted; feeling accomplished) on the association between parent-teacher relationships and teacher-child conflict among young children. We used pretest data from a pilot study examining the efficacy of a socio-emotional learning intervention for children with or at risk for emotional or behavioral disorders (EBD). Twenty-six teachers and 45 children (Mean age= 7.46 years; SD = 1.21) participated in the intervention. Teachers rated their relationships with children and their parents using the Parent-Teacher Relationship Scale and Student-Teacher Relationship Scale. Multilevel models showed that teachers with a higher sense of personal accomplishment evidenced a negative association between parent-teacher relationships and teacher-child conflict. However, for teachers who felt emotionally exhausted or those who had a lower sense of personal achievement, the association between parent-teacher relationships and teacher-child conflict either remained unchanged or was positive. We conclude by discussing findings in relation to the importance of increasing teacher efficacy, reducing teacher burnout, and strengthening parent-teacher relationships in schools to improve teacher-child relationships and children’s psychosocial outcomes.
Washington-Nortey, Melissa; Granger, Kristen L.; Broda, Michael; Chow, Jason; Sutherland, Kevin; and Macleod, Bryce D.
"School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders,"
Perspectives on Early Childhood Psychology and Education: Vol. 6:
2, Article 8.
Available at: https://digitalcommons.pace.edu/perspectives/vol6/iss2/8