摘要：The goal of this Tesearch was to clanify how a child's maladjustment afcts the teacher child relationship and leads to teaching stess. Subjects were 178 teacher child pairs in kindergartens or day care centers. The child was 3 to 5-years-old and perceived by its teacher as having maladjusted behavior. Teachers responded to the Index of Teaching Srss(Greene,Abidin,& Kmetz,1997) and the Student- Teacher Relationships Scale(Pianta 1991). The maladjusted behaviors observed by teachers were crelated with each other. ADHD was the biggest problem perceived by teachers. Most fields of maladjusted children's behaviors caused stress to teachers except those of itellctual deficit and academic Problems. Frustration peaked during the teaching process. More severely maladjusted behaviors resuted in greater conflict in teacher-child relationships..
