Abstract
This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015) , in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.
Highlights
Drawing on attachment theory and bioecological systems theory, the quality of adult–child interactions in various contexts, such as the family, daycare, and school settings, is critical to children’s secure relationships and socialization (Bowlby, 1969; Bronfenbrenner, 1986; Pianta, 1999; Sroufe, 1988)
We fitted the hypothetical models to the covariance matrix by use of the maximum likelihood method and chose the following indicators to assess the goodness of fit of a specified model: χ2 likelihood ratio test, the comparative fit index (CFI), the Tucker–Lewis index (TLI), the standardized root mean square residual (SRMR), and the root mean square error of approximation (RMSEA)
In accordance with Hu and Bentler (1995), the model is considered reasonably good with the following values: p-value > .05, CFI and TLI ≥.90, and SRMR and RMSEA ≤
Summary
Drawing on attachment theory and bioecological systems theory, the quality of adult–child interactions in various contexts, such as the family, daycare, and school settings, is critical to children’s secure relationships and socialization (Bowlby, 1969; Bronfenbrenner, 1986; Pianta, 1999; Sroufe, 1988). In Europe, the original three-factor structure has shown an acceptable fit in samples of teachers of preschool, kindergarten, and/or school-aged children after adjustments to account for the cultural and linguistic contexts. This holds true for studies conducted in Greece (Gregoriadis & Tsigilis, 2008), Norway (Solheim et al, 2012), Germany and Austria (Milatz et al, 2014), the Netherlands (Koomen et al, 2012), and Italy (Fraire et al, 2013). It is not clear whether the factor structure of STRS-SF would generalize across other cultural and linguistic contexts
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