Closeness and Conflict in Malaysian Preschools: Quantitative Insights into Teacher–Child Relationships

Abstract

Early childhood classrooms are pivotal contexts where teacher–child relationships shape children’s socio-emotional and behavioural development, yet Malaysian evidence on these dynamics remains limited. This study, therefore, describes the quality of teacher–child relationships in Malaysian preschools using two STRS constructs, namely Closeness and Conflict, as well as tests gender differences on both subscales and the overall STRS score (male vs. female teachers). A total of 444 preschool teachers from urban and rural settings participated in this quantitative, descriptive-correlational study. Data were collected via the Student–Teacher Relationship Scale (STRS-SF) administered through Google Forms and analysed using descriptive statistics (percentages, means, SDs) and independent-samples t-tests. Findings indicate a warm, supportive classroom climate, characterised by high Closeness (M = 4.47, SD = 0.79) and low to moderate Conflict (M = 2.35, SD = 1.11). Gender comparisons revealed significant patterns: female teachers reported higher Closeness (estimated d ≈ 0.74), whereas male teachers reported higher Conflict (estimated d ≈ 0.94). For the overall STRS score, the difference was small but significant in favour of male teachers (Mean = 0.15). Overall, the results underscore the centrality of relational competencies in early childhood education and point to the need for professional development focused on co-regulation, supportive language, and escalation-prevention routines to maximise children’s well-being.