A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students

Katherine W. Paschall, Melissa A. Barnett, Ann M. Mastergeorge, Xiaomin Li, Maria Belinda Vasquez

Research output: Journal article publicationJournal articleAcademic researchpeer-review

1 Citation (Scopus)

Abstract

Research Findings: Preschool teachers’ relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher–child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children’s experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers’ well-being.

Original languageEnglish
Pages (from-to)1172-1190
Number of pages19
JournalEarly Education and Development
Volume34
Issue number5
DOIs
Publication statusPublished - Jun 2023

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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