Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors

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Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Accordingly, there is much differentiation within teachers in their perceptions of behavioral problems and relational conflict (e.g., Mashburn et al .”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “High sense of self-efficacy is also associated with high-quality literacy instruction ( Justice et al, 2008 ), closer relationships with students ( Mashburn, Hamre, Downer, & Pianta, 2006 ), and more positive impressions of students ( Mashburn et al, 2006 ).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Situational or contextual differences in behavior may have contributed to these patterns, pointing to the importance of multiple assessments of school readiness (Mashburn et al., 2006; Meisels, 2006).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “For instance, past research suggests that TSE may function as a protective factor against poor student–teacher relationship quality, such that students with generally self-efficacious teachers are less vulnerable to developing poor-quality relationships with their teacher, even if their behavior is ”