Parent-teacher Relationships Research Articles

Exploring mediagrams as a visual tool to encourage teacher critical multilingual awareness through parent-school interaction in Norway

Teachers hold a key position for processes of inclusion and exclusion in parent-teacher relationships. Through teachers’ critical analysis of their own contributions in these processes, inclusion can be enhanced. This article explores how a visual representation of a person’s linguistic and media repertoires, a mediagram, can foster such teacher critical awareness. More specifically, it investigates the research question: How can mediagrams contribute to teachers’ critical awareness related to existing language ideologies in parent-teacher interaction in multilingual settings? To answer this question, an innovative use of the mediagram, where pupils and parents created a shared mediagram, is presented and discussed. Qualitative in-depth interviews with three teachers and four parents who took part in the activity are analysed. Interviews with the teachers are explored in terms of different dimensions of language awareness before and after implementation of the mediagram activity, while interviews with parents complement the teachers’ perspectives with parents’ perspectives. The study shows that the mediagram has promising potential to enhance teacher critical multilingual awareness in an extended understanding of the concept which also includes digital resources in interaction. Yet, it also points to important discrepancies in the parents’ and teachers’ evaluations of the tool.

Diagnosing and treating parents: a new perspective on teacher-parent relationships

ABSTRACT Policymakers and researchers support teacher-parent collaboration. However, collaboration can be challenging for teachers, especially given parents’ growing involvement in education. We analyzed in-depth semi-structured interviews with classroom educators in Israel to illuminate how teachers manage the gap between perceptions of ideal parent involvement and teachers’ daily work. We found that teachers see parents as part of their professional jurisdiction and a task they must address rather than partners or collaborators. We also found that teachers apply the professional skills of diagnosis, treatment, and inference to manage parents’ involvement rather than to encourage it. Further, teachers develop on-the-job classifications of parents that they apply as they interact with parents. These findings have theoretical implications for teacher professionalism and practical implications for teacher-parent relationships and teacher training.

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

A Systematic Review of Interventions to Promote Parent-Teacher Relationships in Early Care and Education: Exploring the Social Process Between Parents and Teachers

Parent-teacher relationships are known to promote positive outcomes for young children in early childhood education; however, parents and teachers face barriers to forming quality relationships. To better understand how to support parents and teachers in forming quality relationships, the present systematic review sought to identify existing interventions designed to promote quality parent-teacher relationships in early childhood education. Systematic search and data extraction identified peer-reviewed manuscripts describing interventions that included components to increase parent-teacher relationships in early childhood education. Each included manuscript was evaluated to answer the following questions: (1) how is the social process between parents and teachers conceptualized?, (2) what strategies were used to improve this social process?, and (3) what outcomes are associated with improving this social process ? Nine out of the 1,992 nonduplicate screened manuscripts met inclusion criteria. Results indicate a small body of research focused solely on interventions designed to improve parent-teacher relationships. Included interventions were limited in their conceptualization of the social process between parents and teachers, strategies to improve it, and associated outcomes assessed. Additional research is needed to understand low-cost and highly feasible interventions that promote quality parent-teacher relationships in early childhood education.

Views of Assessment and Evaluation Experts on Assessment and Evaluation Units in Schools

In this study, it was aimed to reveal the views of assessment and evaluation experts on assessment and evaluation units in schools. Participants were selected from the schools where the assessment and evaluation unit is located and from among the schools that the researchers could easily contact. In this context, seven assessment and evaluation experts were selected from schools where the unit existed as participants. In order to seek answers to the research problems, expert opinions were obtained through a semi-structured interview form and by interview technique. According to the results of the research, assessment and evaluation experts stated that traditional and complementary assessment and evaluation approaches are mostly used together in schools. According to another result, it was stated that an assessment and evaluation unit affected the behaviors of teachers, administrators, and parents positively. In teacher-administrator and teacher-parent relations, that this department provides objective data with unbiased evaluation provides an objective perspective on transferring shortcomings. In addition, it was concluded that the coordinated and harmonious relationship of this unit with other departments (such as the curriculum development unit and counseling unit) positively affects the school climate as it increases the quality of the school education policy and ensures that all educational activities are carried out systematically. In line with the results of the research, it is recommended that assessment and evaluation units be established in schools to coordinate with Assessment and Evaluation Centers.

교육권 개념의 형성과 교사-학부모 관계의 변화

This study sought to understand the depth of the teacher-parent relationship, which has recently been in a state of extreme conflict. Since the ideology of public education spread, the reality of public education has been the government’s domination of education. However, with the emergence of the ‘right to people’s education’and the rise of ‘new public managementism’, the trends of ‘customerism’ were accepted in school education as well. As a result, the state’s power to schools was weakened, and the public education came to be explained under the concept of a ‘contract’ between parents and schools. A series of events that occurred after the democratization of Korean society, such as the launch of the teachers’ union, institutionalization of the school management committee and introduction of the teacher performance-based pay system can be seen as events that brought about significant changes in the decline of teachers’ authority and the shift of center of gravity from the state(schools and teachers) to individuals(parents). The recent phenomenon of deepening tension and conflict between teachers and parents shows that the elements are changing at a fundamental level. Now is the time that a new role of public education and a new relationship between teachers and parents are needed.

Harmony Amidst Hyperactivity: Understanding How Parent-Teacher Relationships Influence Learning Behaviours in Children with ADHD

The current study investigated whether parent-teacher relationships mediated the relationship between attention-deficit/hyperactivity disorder (ADHD) symptomology and children’s learning behaviours. A sample of Canadian parents were asked to complete a questionnaire about their child and their parenting. Data collection occurred during the COVID-19 Pandemic in Spring 2021 (N = 321, Mgrade = 4.30, SDgrade = 2.98). Data were analyzed using a mediation model. Results indicated that increased ADHD symptomology was significantly associated with a heightened strain on parent-teacher relationships, which exacerbated challenges in children’s learning behaviours (b = -0.39, t(320) = -9.82, p < .001). Moreover, parent-teacher relationships partially mediated the relationship between ADHD symptomology and children’s learning behaviours (b = -8.95, t(320) = -18.13, p < .001). These findings emphasize the importance in addressing familial and educational support structures in managing the academic difficulties for youth experiencing ADHD symptomatology, and further educational achievement and opportunities.

Parent-teacher relationship and students' learning engagement in China: A longitudinal study considering urban-suburban differences.

The importance of parent-teacher relationships has been well-discussed in Western contexts. It's still unclear whether and how parent-teacher relationships affect students' academic development, especially in the context of China's uneven development between urban and suburban areas. This study examined the urban-suburban differences in the influence of the parent-teacher relationships on students' learning engagement during the last 3 years of primary school to contribute to related policy and practice. Data were collected annually during the summer period in three waves from Grades 4 to 6. The sample included 1408 students (Mage = 10.35, SD = .48; 49.1% boys) paired with their mothers (Mage = 38.82, SD = 3.54), with 643 pairs from urban areas and 765 pairs from suburban areas in China. In each wave, the parents reported the frequency of contact with their child's teacher during the previous school year as well as the quality of their relationship, and the students reported their learning engagement. Latent growth models were used to examine the hypotheses. A statistically significant decline in learning engagement was seen only in suburban students, while the parent-teacher relationships seemed to increase for both suburban and urban participants. Latent growth modelling showed that the increasing levels of relationship quality reduced the decline in the suburban students' learning engagement, although the contact between parents and teachers did not play such a positive role for both urban and suburban students. The findings reveal a compensatory effect of the quality of the parent-teacher relationship on suburban students' learning engagement. Considering the difference in students' learning engagement between urban and suburban students, increased effort on high-quality parent-teacher relationships for suburban students is required to better support their academic development.

Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France

BackgroundProviding inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030. AimsThe aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school. Methods and proceduresThe parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation. Outcomes and resultsRegression analyses show that well-being and social inclusion depend on the nature of the child’s disability and decrease with age but do not significantly depend on child’s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying. Conclusions and implicationsThe results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.

부모로서 경험한 유아교사의 교사와 부모 관계에 대한 질적연구

This research explores the thoughts, emotions, and perspectives experienced by early childhood teachers as parents in the process of forming a teacher-parent relationship with a teacher of an early childhood education institution of their children. Four early childhood teachers with children above infancy were selected as participants in the study, and the experiences of the teacher-parent relationship in early childhood education institutions were collected and analyzed through qualitative research through group and individual interviews. As a result of the study, the teacher-parent relationship experienced by early childhood teachers as parents was found to be in two categories: 'partner identified with me' and 'between teachers and parents'. First, in 'partner identified with me', the participants tried to trust and understand teachers with 'infinite trust in teachers' and 'empathy for teachers' to have a cooperative attitude. On the other hand, in 'between teachers and parents', the participants were conflicted between the conversation as parents and the conversation that sympathized with the teacher's position because they were experiencing the role of parents and teachers. This was shown as reflective introspection on one's own attitude as a parent or teacher as 'a parent behind the mask of a colleague' and 'a knowing parent who is scarier than an unknown parent'. Through these results, this study will contribute to presenting clues to overcome the difficulties and limitations of the teacher-parent relationship.

Reimagining Latinx Family Engagement in Schools Through Technological Equity, Culture and Linguistic Assets

ABSTRACT Research related to the engagement of parents in education continues to perpetuate critical misconceptions in the education of English Learners (ELs), as ideological mind-sets and mislabeling of Latinx families intentionally diminish their roles, importance, participation, and histories. The effects of COVID-19 pandemic on mitigating online instruction, exposed the magnitude of the technological inequities for Latinx families already marginalized by systemic discrimination and social injustices. Schools not only need to commit to training all educators on how to engage all families but to also consider providing technology training to parents of ELs. This five-year study aimed to improve the education of ELs by increasing the engagement of parents through technology. The research presented how the parents’ confidence levels on the use of technology remained moderate to low, even after participating in teacher-parent workshops targeted at increasing their skills. However, the study also demonstrated steady gains in confidence over time in using technology at home with their children. Findings indicate that parents need access to ample internet connectivity, basic knowledge of online communication, access to platforms used by schools, and ways they can monitor and support their children through technology. Trusting teacher–parent relationships served as a unifying element in cultivating community-school relations.

CONNECTING FOR SUCCESS: SYLLABUS REVIEW & PTA MEETING

ABSTRACT— In today’s classroom, the development of solid parent-teacher relationships is essential to the academic progress of students. This project aims to strengthen this collaboration by integrating parent involvement into the school syllabus through strategic engagement during PTA meetings. The project will entail creating a framework where the material covered in the curriculum is discussed, shared, and enhanced with insightful commentary from educators and parents. The project aims to improve parents’ comprehension of curriculum objectives, teaching approaches, and assessment processes by promoting transparent communication and collaborative planning. It also seeks to provide parents the tools they need to actively assist their kids’ at-home learning. The efficacy of the project will be evaluated by qualitative analysis of parent-teacher interactions during PTA meetings and feedback systems. In the end, this project aims to develop a more inclusive. The foundation of student achievement and holistic development in the complex educational landscape is formed by the combination of the academic syllabus and the cooperative cooperation between parents and instructors. This abstract explores the complex interaction between these two essential elements and how their mutual support fosters an atmosphere that is favourable to learning, development, and flourishing. INDEX TEARMS – Frontend development HTML, CSS, JavaScript, Backend development React, Database management PHP / MySQL, Chatgpt.

질적 메타분석을 통해 살펴본 교사-부모 관계에 관한 영유아교사의 경험

Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.

Factors Classifying School Adjustment of Children With and Without Special Needs in Inclusive Preschools

Abstract This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.

Promote the Quality of Parent-Teacher Relationships through Home-School Partnerships

Promote the Quality of Parent-Teacher Relationships through Home-School Partnerships

Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

ABSTRACT The Incredible Years Teacher Classroom Management (TCM) programme is an evidence-based training with documented positive effects on teachers’ classroom management strategies and pupil mental health. However, programme effectiveness alone does not ensure sustainability. This study explored teachers’ views on the sustainability of the TCM programme. One year after attending the TCM training, 25 UK primary schoolteachers participated in three focus groups and ten individual interviews. Data were thematically analysed using the Framework Method. One year after the training, teachers were still using TCM strategies, adapting their use to their new cohort of pupils and still reported positive effects on children, teacher-parent relationships, and themselves. However, some school-level and educational policy changes hindered their intended use of TCM strategies. Teachers had shared the TCM strategies with their colleagues, with mixed responses from the latter. To ensure the sustainability of the programme, teachers endorsed refresher sessions and a whole-school training approach.

Діалог з батьками учнів (за оцінками майбутніх учителів)

The article stresses on the importance of dialogue with the parents of students in teacher’s work. A qualitative study was conducted in order to show the characteristics of dialogical interaction between the teacher and parent from the perspective of students training to become professional teachers. The study, which involved students of pedagogy at Ignatianum University in Krakow (Poland), was carried out in the academic year 2022/2023. The research was exploratory and examined how future teachers perceive dialogue with students’ parents. The concept of three-layer data analysis by Maria Szymańska was helpful in capturing the different shades of the studied reality. Based on a qualitative analysis of student surveys, the study identified the facets of teacher-parent dialogue with students' parents, the skills that teacher trainees believe are useful in building teacher-parent dialogue, and the advantages of dialogue in the teacher-parent relationship that prompt teacher trainees to develop their skills. It was shown that good teacher-parent communication helps in working with the pupil. Hence, it is crucial for a teacher to be able to initiate communication and then sustain it. He or she should know how to create community processes and build the school’s organizational culture in such a way that it is conducive to establishing constructive and close relationships with pupils’ parents. The survey respondents mentioned the following as skills conducive to building teacher-parent dialogue: creating an atmosphere of trust, empathy, encouraging cooperation, and the ability to reduce feelings of discomfort, anxiety and powerlessness in parents. From the analysis of the data obtained in the course of the study, it is advocated that communication skills need to be improved in teachers, as well as in pedagogy students. This recommendation is also consistent with the findings from the theoretical analysis of the scientific literature. Improving skills to establish constructive cooperation with parents is a response to the existing barriers in the teacher-parent relationship, especially in view of the fact that modern realities pose a challenge to the partnership between family and school, rendering the relationship between teachers and parents increasingly complicated.

Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa

The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.

Inventory of School Supports-Parent Report (ISS-PR): Development and Validation with Military-Connected Families

Tools that assess school supports for highly mobile, military-connected students are lacking. This study describes the development and preliminary validation of the Inventory of School Supports-Parent Report (ISS-PR). Participants were 433 parents (74% female; 62.5% White, 12% Black, 6.5% Asian, 5.5% Pacific Islander, 4% Native American, and 9.5% bi/multiracial; 19% Latinx) of students (grades 3–5) from families with an active-duty military parent. Parents completed the ISS-PR and rated: (a) how welcoming schools were toward military-connected families; (b) parent-teacher relationship quality; and (c) satisfaction with their child’s school. We created three proportional index composite scores: a 26-item school supports score, a 13-item parent-focused supports score, and a 13-item child-focused supports score. Results supported the ISS-PR’s psychometric properties: summary scores were positively linked to parent-teacher relationship quality, school welcoming, and parent satisfaction with the school. We also found evidence for test-retest reliability for parents completing the inventory with students who had either moved schools or remained in their previous schools. Future studies could use the ISS-PR to assess whether parents’ perceptions of the availability and importance of school supports for military-connected families are related to other constructs such as overall school climate, student academic performance, and socioemotional functioning. Schools could use the inventory to determine which supports could potentially have the greatest impact for military-connected families and to what extent parents are aware of the supports schools offer.

Walking on eggshells: elementary school teacher alienation in parent-teacher relationships in China

ABSTRACT Conflicts in the parent-teacher relationships have become conspicuous and inevitable, deteriorating the supposedly mutually beneficial relationship. To understand teachers’ negative experiences in such relationships and underlying reasons, this study, based on alienation theory and its latter extensions, collected and analysed eight teachers’ in-depth interviews and 47 pieces of school-life observation records in a Chinese elementary school. The findings revealed that although elementary school teachers adopted different strategies to handle parent-teacher relationships, each experienced at least one dimension of alienation (powerlessness, meaninglessness, isolation, or self-estrangement). Especially, they felt “double powerlessness”: loss of control in relationships with both the school and parents. To be specific, the major sources of double powerlessness are the big gaps in educational attainment, wealth, and social connections between teachers and parents. However, teachers can still be partially empowered by their identity, colleagues, and even educational bureaucracy to resist alienation.