Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

与老师的关系是学生在学校环境中的重要组成部分，并已证明与学校的参与和对中学的坚持不懈有关。工作联盟是专业关系的概念化，不仅强调专业人士与客户之间的情感纽带，而且强调他们在共同工作目标和任务上的协作。尽管该理论在咨询和医疗保健领域获得了相当大的支持，但直到最近才开始在教育环境中研究工作联盟。本研究试图调查学生和教师之间的工作联盟，以此作为在高中环境中建立更广泛关系的框架。特别，主要目标是研究在师生关系中使用工作联盟框架来预测高中生辍学的风险。一系列多元回归被用来检验这一目标。结果表明，学生评级的学校工作联盟预测了辍学的风险，并且这种关系部分地由学生的参与来调节。这些结果为建立工作联盟作为对师生关系的有用概念化的有效性提供了证据，并增强了我们对中学环境中工作联盟的理解。讨论了对教育者和从业者的影响。结果表明，学生评级的学校工作联盟预测了辍学的风险，并且这种关系部分地由学生的参与来调节。这些结果为建立工作联盟作为对师生关系的有用概念化的有效性提供了证据，并增强了我们对中学环境中工作联盟的理解。讨论了对教育者和从业者的影响。结果表明，学生评级的学校工作联盟预测了辍学的风险，并且这种关系部分地由学生的参与来调节。这些结果为建立工作联盟作为对师生关系的有用概念化的有效性提供了证据，并增强了我们对中学环境中工作联盟的理解。讨论了对教育者和从业者的影响。