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Relationships Between Teachers and Children

Part Three. Sociocultural, Instructional, and Relational Processes

  1. Robert C. Pianta PhD1,
  2. Bridget Hamre2,
  3. Megan Stuhlman2

Published Online: 15 APR 2003

DOI: 10.1002/0471264385.wei0710

Handbook of Psychology

Handbook of Psychology

How to Cite

Pianta, R. C., Hamre, B. and Stuhlman, M. 2003. Relationships Between Teachers and Children. Handbook of Psychology. Three:10:199–234.

Author Information

  1. 1

    University of Virginia, Curry Programs in Clinical and School Psychology, Charlottesville, Virginia

  2. 2

    University of Virginia, School Psychology Program, Charlottesville, Virginia

Publication History

  1. Published Online: 15 APR 2003


This chapter examines the expanding body of research that demonstrates the central role of teacher-student relationships and its reciprocal effect on students' learning, achievement, and school engagement and teachers' sense of efficacy, job satisfaction and retention in teaching. Pianta and colleagues review current work on teacher-student relationships that has identified qualitative and quantitative parameters in relational processes between children and adults and the central role of relationships in affecting overall school climate and student performance. In the final section ideas for future research are presented that include, assessments of multi-level and multi-system influences such as culture, policy and biological processes on classroom relations and processes.


  • achievement;
  • motivation;
  • school climate;
  • social relations;
  • teacher-student relationships