Measuring Preservice Teachers' Anticipated Teacher-Student Relationship Quality

• In Event: Assessment in Teacher Education: Examining Various Modes of Assessment "for," "of," "as" Teacher Learning

Abstract

The current study aimed to develop a measure of anticipated teacher-student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers. To date, teacher-student relationship quality has been a construct studied solely with inservice teachers. Two hundred and thirteen preservice teachers participated in the study. Results suggest that the developed measure for preservice teachers demonstrate response trends similar to the measure used with inservice teachers except preservice teachers anticipated more conflict with future students. The developed measure fit the original factor structure and exhibited concurrent validity via associations with self-efficacy beliefs. Implications for measuring anticipated teacher-student relationship quality within teacher education programs and future directions for research are discussed.

Authors

• Steven Randall Chesnut, University of Missouri - Kansas City

• Daniel B. Hajovsky, Texas A&M University - College Station