Early childhood education and care (ECEC) has been increasingly recognized as a valuable investment in the contemporary and future development of young children (Thorpe, 2020). Using the framework of the job demands-resources model (JD-R; Bakker et al., 2004), the current study examines the impact of teacher burnout and supervision on the student-teacher relationship in the domains of closeness and conflict among a sample of early childhood educators (teachers). Specifically, emotional exhaustion, is assessed among teachers as a reflection of occupational burnout, and student-teacher relationship quality is assessed in the domains of conflict and closeness, as well as related to teacher-student racial match. Additionally, teacher perceptions of supervisory support (around managing day to day task and supervisory support for work related stress) are explored as a potential moderator between teacher burnout and the student-teacher relationship in the domains of closeness and conflict. The study found that for closeness, students with a racial/ethnic match to their teachers were reported as having more closeness in their relationships (p = .003), though results related to conflict were insignificant. Higher teacher burnout was related to lower satisfaction with day-to-day tasks and work-related stress, and less frequent supervision. Results indicated that satisfaction with task supervision did not predict the intercept for closeness (p = .234) or conflict (p = .418). Similarly, satisfaction with stress-related supervision did not predict the intercept for student-teacher conflict (p = .350) or conflict (p = .598). Further, there was no moderation between supervision and stress, suggesting that satisfaction with task or stress-related supervision did not buffer the influence of burnout on student-teacher relationships. However, burnout was negatively correlated with satisfaction with both task and stress-related supervision in the current study, suggesting that there may still be value in examining these factors in tandem. Many questions remain about the mechanisms of supervision that may contribute to its impact and this study should not be interpreted as to discount the importance of supervision.

幼儿教育和保育（ECEC）越来越被认为是对幼儿当代和未来发展的宝贵投资（Thorpe，2020）。本研究利用工作需求-资源模型（JD-R；Bakker et al., 2004）的框架，探讨了教师倦怠和监督对样本中师生关系的亲密和冲突的影响。幼儿教育工作者（教师）。具体而言，教师的情绪耗竭被评估为职业倦怠的反映，师生关系质量则在冲突和亲密程度以及师生种族匹配方面进行评估。此外，还探讨了教师对监督支持的看法（围绕管理日常任务和对工作相关压力的监督支持）作为教师倦怠与亲密和冲突领域的师生关系之间的潜在调节因素。该研究发现，就亲密程度而言，与老师种族/族裔匹配的学生在关系上更加亲密 (p = .003)，尽管与冲突相关的结果并不显着。教师倦怠程度较高与日常任务满意度较低、工作相关压力以及监督频率较低有关。结果表明，对任务监督的满意度并不能预测亲密性 (p = .234) 或冲突 (p = .418) 的截距。同样，对与压力相关的监督的满意度并不能预测师生冲突 (p = .350) 或冲突 (p = .598) 的截距。此外，监督和压力之间没有调节作用，这表明对任务或与压力相关的监督的满意度并不能缓冲倦怠对师生关系的影响。然而，在当前的研究中，倦怠与对任务和压力相关监督的满意度呈负相关，这表明同时检查这些因素可能仍然有价值。关于可能有助于其影响的监督机制仍然存在许多问题，这项研究不应被解释为低估监督的重要性。