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Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement between teachers’ and students’ perceptions about their dyadic relations. The Student-Teacher Relationship Scale (STRS) and the Child Appraisal of the Relationship with the Teacher Scale (CARTS) are used to assess the quality of teacher–student dyadic relationships from teachers’ and students’ perceptions, respectively. The dyadic sample (N = 1,345 teacher-student dyads) is recruited from 168 preschool classrooms in Greece. Results of the OWM analysis showed that teachers and students evaluated their dyadic relationship quality in a different way and there is no reciprocity in their views. Implications of the study’s results are also discussed.

The aim of the present study is to establish the psychometric properties of the Self‐Efficacy for Parenting Tasks Index‐Toddler Scale (SEPTI‐TS) in the Greek educational context and to examine changes in parenting self‐efficacy over time. The Short Form of SEPTI‐TS was used to evaluate parents' self‐efficacy on four different domains: nurturance, discipline, play and routine. A sample of 159 parents of children aged from 3 to 5 years completed an online survey at two time periods before and during the COVID‐19 pandemic. Results supported the proposed SEPTI‐TS dimensionality (comparative fit index = .905, root‐mean‐square error of approximation = .053, standardised root mean square residual = .055). The results showed that the average parenting self‐efficacy scores regarding discipline, play and routine were lower than parenting self‐efficacy scores of those domains before the COVID‐19 pandemic. Results also indicated that parents feel high self‐efficacy for play with their children, whereas they perceive low self‐efficacy for children's discipline. Good practices are discussed to address new challenges to Greek parents.

<p>Teacher-child relationships in early childhood are increasingly considered as a prerequisite for children’s development. The Child Appraisal of the Relationship with the Teacher Scale (CARTS) (Vervoot, Doumen, &amp; Verschueren, 2015) is a new multidimensional measure that evaluates the quality of teacher-child relationships from the children’s perspective. The purpose of this study was to confirm the factor structure of the Dutch version of CARTS in the Greek context, to describe the perceptions of young children about their relationship with their teachers and to examine whether child’s age, gender, and ethnicity contribute to this relationship. In total, 366 children (Mage= 5.4) from 36 kindergarten of Greece participated in this study. Results supported the construct validity of the CARTS scale. CFA implementation, consistent with attachment-based research revealed the three dimensions of the teacher-children relationships, Closeness, Dependency and Conflict. Supportive and warmth relationships were found. Children’s demographics characteristics affect the quality of teacher-child relationships. The results highlighted the importance of the dyadic relationships.</p>