Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables

Abstract

The focus of this study was on kindergarten children's reports of teacher–child relational conflict and the associations of the reported conflict with (a) child characteristics (gender, behavior problems, and academic achievement); (b) the quality of classroom practices (teacher instructional practices, transition-to-school activities, and perceptions of support provided by the school); (c) teachers' perceptions of the classroom and school relational climates; and (d) teachers' perceptions of workload stress. These variables were examined with a group of 103 economically disadvantaged children and their kindergarten teachers in 24 public schools. There was evidence that teacher–child conflict was related to problem behaviors, teachers' perceptions of workload stress, as well as classroom instructional practices and the classroom/school relational climate.