Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development

TLDR

The study examines associations between the quality of teacher–child relationships from preschool through third grade and children’s third‑grade achievement. Data are drawn from Phases I, II, and III of the NICHD Study of Early Care and Education, a prospective cohort of 1,364 children from birth through sixth grade. High‑quality teacher–child relationships are positively linked to third‑grade achievement, buffer the adverse effects of insecure maternal attachment, and exert influence through classroom behaviors, thereby fostering higher achievement.

Abstract

The purpose of the present study is to examine associations between quality of teacher–child relationships from preschool through third grade and children’s third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher–child relationships and achievement. Second, high quality teacher–child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher–child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher–child relationships fostered children’s achievement. Implications for educational practice are discussed.