Citation

Kunemund RL, McCullough SN, Williams CD, Miller CC, Sutherland KS, Conroy MA, Granger K. Psychol. Sch. 2020; 57(11): 1757-1770.

Copyright

(Copyright © 2020, John Wiley and Sons)

DOI

10.1002/pits.22419

PMID

unavailable

Abstract

The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children.

RESULTS indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant.

FINDINGS highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children.

Language: en

Keywords

teacher self-efficacy; teacher–child racial/ethnic match/mismatch; teacher–child relationship