Abstract
This study examined whether any relationship exists between teachers` and children`s perceptions of the teacher-child relationship and how factors such as the child`s self-regulation and stress, and the teacher`s self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child`s self-regulation affected both children`s and teachers` perceptions of teacher-child closeness and conflict. The teacher`s self-efficacy affected both children`s and teachers` perceptions of teacher-child closeness. It also affected teachers` perceptions of teacher-child conflict. The child`s and teacher`s stress affected both children`s and teachers` perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.
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