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espanolIntroduccion. El objetivo de esta investigacion fue examinar la relacion entre la calidad de la relacion profesor-estudiante, la creencia en la autoeficacia del profesorado y las orientaciones academicas y de comportamiento del estudiantado. De esta manera, la investigacion actual podria ser util para comprender y documentar los impactos directos e indirectos de las creencias de autoeficacia del profesorado sobre el vinculo entre la calidad de la relacion profesor-estudiante y el ajuste escolar del estudiantado. Metodo. La muestra para este proyecto de investigacion comprendio aulas de primaria y su profesorado, que estan inscritos en programas de formacion docente en una universidad grande en la Region Suroeste de los Estados Unidos. Ochenta y siete profesores (81 mujeres, 6 hombres) informaron sobre sus relaciones percibidas con 258 estudiantes de primaria (168 mujeres, 90 hombres). Resultados. Segun la hipotesis, las ninas y los ninos con calificaciones altas en conflicto relacional con el profesorado, tambien fueron percibidos como mas desviados de comportamiento y menos competentes social y academicamente. Se identifico la tendencia inversa para las ninas y los ninos con altas calificaciones en la cercania relacional y la dependencia. Discusion y Conclusion. Ademas, el estudio actual mostro que el profesorado con creencias de mayor autoeficacia tienen mas probabilidades de forjar relaciones mas cercanas y calidas con sus estudiantes, porque tenian mas confianza en su capacidad y habilidades para el empleo de habilidades efectivas de gestion del aula y la capacidad de mejorar su compromiso. EnglishIntroduction. The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher’s self-efficacy belief, and students’ behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs on the linkage between the quality of teacher-student relationship and students’ school adjustment. Method. The sample for this research project comprised primary and elementary grade classrooms and their student teachers, who are enrolled in teacher education programs at a large university in the Southwestern region of the United States. Eighty-seven student teachers (81 female, 6 male) reported on their perceived relationships with 258 primary and elementary students (168 Female, 90 male. Results. As hypothesized, children with high ratings on relational conflict with teachers were also perceived as more behaviorally deviant and less competent socially and academically. The reverse trend was identified for children with high ratings on relational closeness and dependency. Discussion or Conclusion. In addition, the current study showed that teachers with higher self – efficacy beliefs are more likely to build closer and warmer relationships with their students because they had more confidence in their capacity and skills to employment of effective classroom management skills and ability to enhance students’ engagement.

Exploring the Role of Student Teachers’ Self-Efficacy Beliefs and Teacher-Student Relationship Quality in Students’ School Adjustment Competencies