Validation of the Chinese Version of the Quality of Parent–teacher Relationship Scale in Kindergarten: Evidence From a Large‐scale Survey in China

ABSTRACT The quality of parent‐teacher relationships (QPTR) in kindergarten is a crucial factor influencing home–school collaboration and fostering child development. However, empirical research on the quality of parent‐teacher relationships in Chinese kindergartens is virtually nonexistent, primarily due to the absence of suitable measurement tools. This study aims to introduce and validate the Quality of Parent‐Teacher Relationship Scale in Kindergarten (QPTRS‐K) in the Chinese cultural context. This study used cluster random sampling to select 904 kindergarten teachers. The scale underwent comprehensive validation and revision processes, including translation and back‐translation procedures, item analysis, content validity analysis, structural validity analysis, criterion‐related validity analysis, and reliability testing. The results reveal that the Chinese version of the Kindergarten Quality of Parent‐Teacher Relationship Scale comprises four dimensions: Trust, Communication, Acceptance, and Responsiveness, encompassing a total of 19 items. The confirmatory factor analysis indicates a good fit for the scale (χ 2 /df = 2.508, CFI = 0.924, TLI = 0.911, RMSEA = 0.058, SRMR = 0.053). This study provides vital instrument support for empirical studies on the quality of parent‐teacher relationships in Chinese kindergartens and contributes to the global understanding of the current status and influencing factors of parent‐teacher relationship quality in developing countries, especially in China.