Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher reports of conflict, but not closeness, have been found modestly related to teacher efficacy beliefs and to depression of preschool teachers. → Jantine L. Spilt 2011 q2 i? In contrast, one pre-kindergarten study found closeness, not conflict, positively related to efficacy beliefs for managing difficult behavior. → Jantine L. Spilt 2011 (2)

Evidence¶

Jantine L. Spilt 2011¶

Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y

q2 · i? · review · r2

The review reports correlational research based on teacher reports of conflict and closeness with individual students, finding "conflict, but not closeness" modestly related to efficacy beliefs and, when higher than expected, to preschool teachers' self-reported depression.

"Teacher reports of conflict, but not closeness, have been found to be modestly related to efficacy beliefs of teachers (Spilt 2010;Y e o et al . 2008), and to self-reported depression of preschool teachers when conflict was higher than expected based on teacher perceptions of child problem behavior (Hamre et al . 2008)."

Jantine L. Spilt 2011 (2)¶

Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y

q2 · i? · review · r2

The review reports that in a sample of pre-kindergarten teachers, Mashburn et al. (2006) found "closeness, and not conflict" positively related to efficacy beliefs for managing difficult child behavior, with no linkages to teacher-reported depression.

"In contrast, Mashburn et al .( 2006) found that it was closeness, and not conflict, that was positively related to teachers ’ efficacy beliefs regarding management of difficult child behavior in a sample of pre-kindergarten teachers."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Teachers' relational self-efficacy—beliefs in their capability to form, maintain, and repair relationships—is hypothesized to motivate TSR-building, but existing global self-efficacy measures show mixed links to TSR quality — related
• Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction — related
• Student-reported motivational beliefs and closeness were collected only at Waves 2 and 3 — related