XI. Relationships and Social Perceptions: Teacher-Student Relationship Inventory (TSRI)

Background

The quality of the teacher–student relationship has been found to influence students’ behavioral and social adjustment. Having a supportive relationship with teachers has been shown to influence students’ academic success (e.g., Hamre & Pianta, 2001; Wentzel, 2002). Conflict in the teacher–student relationship has been shown to contribute to children's externalizing behaviors above and beyond negative parenting and initial levels of externalizing behavior (eg., Silver, Measelle, Armstrong, & Essex, 2005). The Teacher-Student Relationship Inventory (TSRI) was developed and validated for use with older elementary and middle school-aged children. Teacher–student relationships at upper elementary levels through junior high levels may be important predictors for children and adolescents’ school adjustment as well (Davis, 2003). The TSRI is a brief self-report measure of the teacher’s perception of the quality of teacher–student interactions. This scale is to be completed by teachers. A teacher rates the quality of his/her teacher-student relationship with a particular student (i.e., a dyadic relationship).

Abstract

The Teacher-Student Relationship Inventory (TSRI) is described. The TSRI is a self-report measure assessing teacher perceptions of the quality of their relationship with students from Grade 4 through junior high school. In Study 1, findings from exploratory factor analysis provided evidence for a 3-factor solution (Satisfaction, Instrumental Help, Conflict) for the scores from the TSRI. Preliminary evidence of convergent and discriminant validity of TSRI scores was also reported. In Study 2, results from confirmatory factor analysis provided additional support for results obtained from Study 1. High internal consistency estimates for TSRI scores from both studies were obtained. Initial evidence of predictive validity for TSRI scores was also presented. TSRI scores show promise as a reliable and potentially valid measure of the quality of teacher–student relationships.

Scales and Subscales

The TSRI consists of 14 items, and 3 scales, instrumental help (5 items), satisfaction (5 items) and conflict (4 items). The scale has a 5-point Likert scale format.

Reference

Davis, H. A. (2003). Conceptualizing the role and influence of student–teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207–234.

Hamre, B., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43, 39–60.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287–301.

Citation

Ang, R. P. (2005). Development and validation of the Teacher-Student Relationship Inventory using exploratory and confirmatory factor analysis. The Journal of          Experimental Education, 74, 55-73. doi:10.3200/JEXE.74.1.55-74

Ang, R.P., Chong, W. H., Huan, V. S., Quek, C. L., & Yeo, L. S. (2008). Teacher-Student Relationship Inventory: Testing for invariance across upper elementary and       junior high samples. Journal of Psychoeducational Assessment, 26, 339-349. doi: 10.1177/0734282908315132