Abstract
This study explored the association between teacher–child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher–child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher–child conflict, cohesion, dependency, and positive interactions significantly predicted children's externalizing behaviors with conflict being the strongest and most consistent predictor. Teacher experience and child age were significantly associated with teacher–child relationship quality. The findings have implications for researchers, practitioners, and policymakers in understanding how to strengthen teacher–child relationships in order to promote Head Start children's behavioral competence.
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