Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent‐teacher relationships

Li Chuan Chung, Christine A. Marvin, Susan L. Churchill

Research output: Contribution to journalArticlepeer-review

28 Scopus citations


The present study investigated specific teacher factors that potentially influence teacher‐child relationships with preschool‐age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3–6‐year‐old children in community‐based childcare and preschool centers in one mid‐western state. There were 46 teachers who reported on their relationship with a child with a disability or concerning developmental delay. Positive correlations were found between teacher‐child relationships and the teachers’ educational backgrounds, self‐reported teaching efficacy and parent‐teacher relationships. The parent‐teacher relationship appeared to be the strongest teacher‐related factor predicting the quality of teacher‐child relationships. Compared to other teachers, the teachers of children with delays or disabilities reported comparable parent‐teacher relationships and more positive teacher‐child relationships, especially when more than one child with concerns was reportedly enrolled in the classroom. Teachers with children who had developmental delays reported lower teaching efficacy scores. The role of parent‐teacher relationships is highlighted as a possible moderator when teachers feel less than capable or positive about individual children in their program.

Original languageEnglish (US)
Pages (from-to)131-142
Number of pages12
JournalJournal of Early Childhood Teacher Education
Issue number2
StatePublished - Jan 1 2005
Externally publishedYes


  • Disabilities
  • Parent-teacher relationships
  • Preschool children
  • Teacher efficacy
  • Teacher-child relationships

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)


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