Abstract
In the present study, we examined a transactional model of parenting self-efficacy (PSE) and the parent-teacher connection (PTC). Based on this model, we hypothesized positive, bidirectional relations between PSE and PTC during the transition to early elementary school. We also examined stable differences between caregivers in PSE and PTC and the extent to which PSE and PTC predict child behavior. Participants were 175 primary caregivers of children in early elementary school. Results of random intercept cross-lagged panel modeling suggest that Grade 1 PSE was related to higher Grade 2 PTC. Simultaneously, Grade 1 PTC was related to higher Grade 2 PSE. Results also suggest stable differences between caregivers in PTC, but not PSE, between kindergarten and Grade 2. At Grade 2, PSE, but not PTC, detectably predicted Grade 3 child prosocial behavior and conduct problems. Implications for family-centered and family-school interventions, study limitations, and directions for future research are discussed. Impact Statement Study results suggest that parents with a stronger connection to their child’s teacher tend to be more confident in their ability to parent effectively. Results lend support to intervention approaches that promote parents’ connection to their child’s teacher and their confidence in parenting.
Published Version
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