Teacher-Student Relationship Quality and Math Achievement: The Mediating Role of Teacher Self-Efficacy

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 7

Abstract

The link between teacher-student relationship quality and student achievement has been well-documented; however, less is known about the mechanisms by which TSRQ influences academic outcomes. We used longitudinal SEM to investigate whether teacher self-efficacy mediated the association between teacher-student relationship quality and math achievement using a large secondary dataset (N = 881). Teacher-student closeness had moderate to large positive effects on teacher self-efficacy whereas conflict had small to moderate negative effects on teacher self-efficacy. Closeness only had indirect effects on math achievement via teacher self-efficacy whereas conflict had direct and indirect effects on math achievement. These findings were consistent from third to sixth grade. We discuss implications for improving teacher-student relationships and strengthening teacher self-efficacy to improve academic outcomes.

Authors

• Steven Randall Chesnut, University of Missouri - Kansas City

• Daniel Hajovsky, University of South Dakota

• Kari Oyen, University of South Dakota

• Susan Curtin, University of South Dakota