The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

目前的研究旨在开发一种用于职前教师群体的预期师生关系质量衡量标准，该衡量标准在操作上类似于在职教师常用的衡量标准（即学生-教师关系量表的简写形式；Pianta， 2001）。迄今为止，师生关系质量一直是一个仅针对在职教师群体进行研究的结构。213 名职前教师参加了当前的研究。结果表明，与在职教师之间的预期师生关系的发展测量显示出与在职教师使用的测量相似的反应趋势，除了职前教师预计与未来学生的冲突比在职教师报告的当前学生更多。此外，结果表明，开发的测量符合原始量表的两个因素结构，并通过与教师自我效能信念的关联表现出同时效度。讨论了衡量教师教育计划中预期师生关系质量的影响以及未来的研究方向。