Abstract
The present cross-sectional study of 230 teachers aimed to test Spilt, Koomen & Thijs's [Educational Psychology Review, 23, 457 (2011)] proposal that teachers' mental representations of their student relationships shape their affective responses to behaviour perceived as problematic. The association between student problematic behaviour and teachers' affective responses was mediated by relational conflict and this indirect effect was lessened by relational closeness. The degree to which teachers' attachment patterns were characterised by compulsive caregiving did not impact on these processes. The present study is consistent with relational theories of teacher wellbeing and argues for relationship-focused reflective practice in teacher training.
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