The teacher-child relationship is an important resource for the development of social competences in the child, for the academic performance and commitment to schooling (Stuhlman, Hamre & Pianta, 2002), for inclusion in a new class (Ahnert et al., 2006), for the integration of disabled pupils (Lerner et al., 2003; Henricsson & Rydell, 2004), and finally for the reception of foreign children (Saft & Pianta, 2001). The perception of the teacher-child relationship not only influences classroom dynamics, but is in turn influenced by possible problematic behaviors of children within the school context. Aim of this work is to investigate possible correlations between the quality of teacher-pupil relationship, as perceived by teachers, the presence of children's problematic behaviors and their social skills. To this purpose, the following instruments were employed: the STRS to assess the relationship; the SDQ, that takes into account problematic behaviors, and the Q1VATA, that investigates social skills. The sample consists of 160 children - equally divided between males and females - attending the first, the second and the third year of primary school (mean age: 92.29 months; SD = 10.38) and of 71 female teachers (mean age: 45.06 years; SD = 9.4). On the basis of analyzed data, the teachers' perception, with regards to Conflict and Dependency in the relationship, proves to be correlated both with the presence of problematic behaviors and with the pupils' social skills. The Conflict scale, in particular, correlates the total amount of problems assessed throughout the SDQ (r = 0.664; p < 0.001) with social abilities and self-regulatory behaviors, assessed with the Q1 VATA (respectively, r = -0.593; p < 0.001 and r = -0.551; p < 0.001). Moreover, gender differences concerning the results from the three surveys are described and analyzed.
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