Unpacking the Interaction Between Teacher Experience and Student-teacher Relationships in Predicting Early Math Achievement

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: The Relationship of Climate and Belonging with STEM

Abstract

This study examined whether student-teacher relationships (STRs) and teachers’ years of experience were associated with first-grade mathematics achievement, and whether teacher experience moderated this relationship. Using data from 8,480 students and 2,970 teachers in the nationally representative ECLS-K:2011 dataset, we conducted multilevel modeling controlling for demographics and prior achievement. Results showed that closer, less conflictual STRs were linked to higher math achievement. A significant moderation effect revealed that conflictual STRs were more detrimental in classrooms led by more experienced teachers. These findings underscore the importance of fostering strong STRs in early math instruction and suggest that teacher experience may amplify, rather than buffer, the academic costs of relational conflict. Implications for practice and teacher preparation are discussed.

Authors

• Amanda Olsen, University of Missouri

• Rachel Min Wong, University of Tennessee