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This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and conflict; 11 of 14 items emerged as relatively pure indicators. Evidence of concurrent validity was provided through correlations, in the expected directions, between students' ratings of their overall relationships with their teachers (teacher support and negative attitudes towards teachers) and TSRI satisfaction and conflict scores; instrumental help was unrelated to student perceptions of general teacherstudent relations. Criterion-related validity was established through significant correlations in the expected directions between TSRI satisfaction and conflict scores and multiple indicators of students' psychological and academic functioning. Instrumental help co-occurred with greater academic achievement but also with more teacher-observed symptoms of psychopathology. Findings provide initial support for use of the TSRI with American adolescents and suggest teacher-rated satisfaction as particularly relevant to students' academic and psychological functioning.Keywords teacher-student relations, high school students, teacher-report rating scale, independent evaluation Teacher-student relationship quality is a critical factor within the school environment that predicts students' immediate and future outcomes (Hughes, Cavell, & Jackson, 1999). Most methods of quantifying teacher-student relationship quality have been developed for use with younger students who spend most of their time with a single teacher. Aside from student self-report, there are few options for assessing teacher-student relationships in the secondary years. This study examined the validity and utility of a recently developed teacher report measure of this construct among a high school sample.

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