Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes—both directly and indirectly via teachers’ implementation. The current study used mediation models to examine the direct links between consultant-teacher relationship quality, assessed from the perspective of the consultant and teacher, and observed dyadic teacher–child interactions, as well as the indirect effect through teachers’ implementation fidelity and dosage. Implementation data come from the Banking Time intervention (N = 168 children, 57 teachers), a dyadic teacher–child intervention that targets the quality of interactions between teachers and preschoolers perceived to display disruptive behavior. Consultants (N = 4) worked with teachers to support their implementation of specific Banking Time practices. Findings supported a direct link between consultant-reported relationship quality and teachers’ observed interactions with children; however, no evidence for an indirect effect was found. Consultant-reported relationship quality predicted implementation dosage but not fidelity. Across findings, consultant-reported relationship quality emerged as a stronger predictor of outcomes than teacher-reported relationship quality. Results have implications for school-based interventions that employ teacher consultation to support teachers.

教师咨询通常用于确保以课堂为基础的干预措施忠实地实施以实现目标结果，但咨询过程尚未得到很好的理解。咨询师-教师关系质量是咨询的一个特征，它可以通过教师的实施直接或间接地促进干预结果。目前的研究使用中介模型来检查顾问-教师关系质量之间的直接联系，从顾问和教师的角度进行评估，并观察二元师生互动，以及通过教师实施保真度和用量的间接影响。实施数据来自银行时间干预（N = 168 名儿童，57 名教师），这是一种双元的师生干预，针对教师和被认为表现出破坏性行为的学龄前儿童之间的互动质量。顾问 ( N  = 4) 与教师合作，支持他们实施特定的银行时间做法。调查结果支持顾问报告的关系质量与教师观察到的与儿童的互动之间存在直接联系；然而，没有发现间接影响的证据。顾问报告的关系质量预测了实施剂量，但不是保真度。在所有调查结果中，顾问报告的关系质量比教师报告的关系质量更能预测结果。结果对采用教师咨询来支持教师的基于学校的干预措施有影响。