Limited research has been conducted examining the relationship between paraprofessionals and teacher supervisors. This study examined 175 paraprofessionals of students with or at risk of disruptive behavior disorders who reported relationships with classroom teachers in 59 elementary schools. Overall, paraprofessionals rated their relationship with their classroom teachers as positive. Differences in relationship qualities were examined in relation to paraprofessional race/ethnicity, level of education, years of experience, and school economic status (i.e., percentage of students receiving free and reduced lunch). Results indicated that Latinx and Black paraprofessionals reported lower overall relationship quality with their classroom teachers than White paraprofessionals. Paraprofessionals with more years of experience, in general, reported better relationship quality and communications with their classroom teachers; no differences were found for educational level. Negative correlations (rs = −.25, −.26) were found between relationship qualities and school economic status. Implications for practice and research are discussed.

对辅助专业人员和教师主管之间的关系进行了有限的研究。这项研究调查了 175 名患有破坏性行为障碍或有破坏性行为障碍风险的学生，他们报告了与 59 所小学的课堂教师的关系。总体而言，辅助专业人士认为他们与课堂教师的关系是积极的。研究了与辅助职业种族/民族、教育水平、经验年限和学校经济状况（即，获得免费和减价午餐的学生的百分比）相关的关系质量的差异。结果表明，拉丁裔和黑人辅助专业人士报告的与课堂教师的整体关系质量低于白人辅助专业人士。一般来说，具有多年经验的辅助专业人员，报告了与课堂老师的更好的关系质量和沟通；没有发现教育水平的差异。负相关（r s = -.25, -.26) 被发现在关系质量和学校经济地位之间。讨论了对实践和研究的影响。