An observational study of teachers' affiliation and control behaviours towards kindergarten children: Associations with teacher-child relationship quality

This paper investigates whether teachers’ observed interactions can be predicted by their perceptions of relationships with kindergarten children. The sample consisted of 48 teachers and 179 children (95 boys). Teachers’ relationship perceptions were described with dimensions originally derived from attachment theory (i.e., closeness, conflict, and dependency). Teachers’ interactive behaviors were observed in a small-group setting and meticulously categorized on two observation scales based on interpersonal theory (i.e., affiliation and control). Results of multilevel regression analyses showed that conflict had a negative influence on teacher affiliation, whereas dependency had a positive effect. As expected, control was not significantly predicted by any of the relationship
dimensions. In addition, significant associations with children’s internalizing and externalizing behaviors provided support for the validity of the observation scales.