Abstract
The relationship between teacher and student has a significant impact on the cognitive, emotional and social development of children, especially in the early school years. Therefore, science and practice need methods for accurately assessment the quality of these relationships. The Student-Teacher Relationship Scale – Short Form (Robert Pianta) questionnaire is widely used. The goal of our research is to translate and measure the psychometric properties of the questionnaire in the socio-cultural conditions of Kazakhstan. To study the reliability and validity of the questionnaire, an empirical study was conducted with the participation of 21 primary school teachers in Almaty. Each teacher had completed a questionnaire for 4 students (84 forms). The children were chosen by the randomization method (2 boys and 2 girls of the same age). The results showed a good level of internal consistency “Conflict” scale – .81, “Intimacy” scale – .82. A two-factor model of the questionnaire was identified, as in the original version, which confirms its validity. This questionnaire has great practical implications for measuring student-teacher relationships in important context for the development and adaptation of children. It can also be a measure for evaluating the effectiveness of interventions in working with children who have a risk of behavioral problems.