@article{ref1,
title="The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict",
journal="Psychology in the schools",
year="2020",
author="Kunemund, Rachel L. and McCullough, Shannon Nemer and Williams, Chelsea D. and Miller, Chantelle C. and Sutherland, Kevin S. and Conroy, Maureen A. and Granger, Kristen",
volume="57",
number="11",
pages="1757-1770",
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. <br><br>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. <br><br>FINDINGS highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22419",
url="http://dx.doi.org/10.1002/pits.22419"
}