Child Care and Early Education Research Connections

Skip to main content

Gender as a moderator of the association between teacher-child relationship and social skills in preschool

The purpose of this study was to examine whether gender would moderate the association between teacher-child relationship and children's social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of the teacher-child relationship (Student-Teacher Relationship Scale; STRS) and children's social skills (Social Skills Rating System; SSRS) in a sample of 160 preschool children in Oman. Children's ages ranged from 46 to 70 months with an average of 58 months (SD = 6 months). The hierarchical multiple linear regression analysis showed that the subscales (STRS) and the total score explained 21% of the variance in social skills. Gender was also a significant predictor of children's social skills. Females' close relationship with teachers predicted social skills better than males. Positive correlations were found between teacher-child conflict and both internalizing and externalizing behaviours, and between closeness and SSRS cooperation and self-control. Teacher-child dependence correlated negatively with both cooperation and SSRS total score. An independent-samples t-test showed that girls displayed higher scores than males in SSRS cooperation assertion, SSRS total score, and STRS closeness. Results inform policy-makers and practitioners about the gender disparity issue and the importance of developing positive and healthy teacher-child relationships in preschool. (author abstract)
Resource Type:
Reports & Papers

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Affective social competence and teacher-child relationship quality: Race/ethnicity and family income level as moderators

Reports & Papers

Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts

Reports & Papers

Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence

Reports & Papers
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT