Girls’ behavior was rated much lower by teachers than boys’ behavior compared to parents’ ratings. The highest agreement was on boys’ externalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher–child relationship, which predicted disagreement more than other factors. Teachers rated children considerably lower than their parents did, especially on internalizing problems. Parental stress and psychopathology were also measured. Furthermore, teachers reported on their education, experience and relationship to the child. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Teacher characteristics were included in the analyses, in addition to child and parent factors. In this study, we explored informant characteristics as determinants of parent–teacher disagreement on preschoolers’ psychosocial problems.
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