Does teacher-child relationship quality predict observed child engagement of teacher?

The quality of relationships in early childhood have lasting effects on children’s academic and behavioral success. Teacher report is the most widely used measure to assess the quality of the teacher-child relationship, however teachers are often biased by the child’s behavior. Observed quality of the relationship may illustrate differences in relationship quality and child behavior and have important implications for practice. The aim of this study is to examine if close and conflictual teacher child relationships as measured by teacher report differ observed child engagement and conflict with the teacher, and if this varies by gender. Results indicate that teacher report of conflict is not related to observed conflict nor is teacher report of closeness is not related to observed child positive engagement of teacher. Teachers were more likely report conflict with males