Parent-teacher Relationships Research Articles

Teachers’ professionalism and relations with parents: teachers’ and parents’ views

ABSTRACT Following the intensification and ambivalence of parent-teacher relations, this study examined the collaborative or conflictual relations, and teachers’ professionalism as perceived by both teachers and parents: 325 teachers and 655 parents from 21 Israeli Jewish primary schools answered a questionnaire. Using a structural equation modelling (SEM) analysis, similarities were found in teachers and parents’ perceptions of teachers’ work efficiency in increasing collaborative relations and decreasing conflicts. Teachers’ responsibilities and influence in schools reduce conflicts to varying extents for parents and teachers. The findings highlight the importance of developing professional competencies for building parent-teacher relations in schools. Emphasising the preparation of teachers for establishing their relations with parents is mainly important during in-service and pre-service teachers’ training, as it can contribute to increasing teachers’ professional confidence in their efforts to build collaborative rather than conflictual relations with teachers and schools.

Understanding the Education of Children with Autism in Bangladesh

This paper aims to understand the educational settings of children with autism (CWA) in the specialized schools of Bangladesh from their parents' perspective. Sparse research in the same context to understand teachers' perceptions has been found. Though parents and teachers are an integral part of these children's educational experience, limited research has been conducted to deeply understand and facilitate parent-teacher relationships to offer CWA an improved learning experience in Bangladesh. Our in-depth qualitative study on urban parents (N=10) showed current challenges and opportunities relating to the schools designed for CWA. The work takes a closer look at the existing concerns and confirms that parent-teacher communication in autism schools here is a complex one because of other interferences (e.g., social, and familial stigma, lack of transparency from administrators, insufficient qualified teachers) as felt by the parents. Nevertheless, the remarkable coverage of cellular networks and increasing usage of mobile phones in Bangladesh places us in a unique position to expect positive changes by employing ICT, which we believe will open avenues for future researchers and guide them in implementing robust technology to support an improved learning environment for the CWA and their families.

Teachers’ Perceived Efficacy in Parental Collaboration When Students Exhibit Internalizing or Externalizing Behaviour—Perspectives from a Norwegian Context

ABSTRACT This paper presents findings from a survey among Norwegian K-12 teachers (n = 771), addressing their perceived collaboration with parents when students exhibit internalizing or externalizing behaviour. Positive teacher-parent collaboration is important to enhance student learning. However, behaviour difficulties among students may put the teacher-parent relationship under strain and affect the teachers’ sense of self-efficacy. Through factor analysis, analysis of variance and multiple regression analysis, the paper identifies how individual teacher variables such as gender, years of experience and additional training in psychology or special needs, and school variables such as grade levels, the schools’ participation in mental health training programmes and collective teacher efficacy, may affect perceived quality of collaboration. The findings showed that collective teacher efficacy is significant for positive teacher-parent collaboration, and that teachers perceived the collaboration as more conflictual when students show externalizing behaviour. Female teachers and teachers at grade levels 11–13 also reported less negative collaboration.

Development of teacher-parent relationship for the development and support of social skills of preschool children

Development of teacher-parent relationship for the development and support of social skills of preschool children

Parent–teacher relationships in school micropolitics: beginning teachers’ stories

ABSTRACT The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate that micropolitical processes play a part in constructing parent–teacher relationships. These micropolitics both enable and limit these relationships and influence how beginning teachers learn to cope with parent relationships. The findings reveal various micropolitical strategies that beginning teachers use to enact and construct parent–teacher relationships. Furthermore, the findings show that parent–teacher relationships do not necessarily include just parents and teachers, but are multidimensional, encompassing several intertwined relationships that micropolitically condition parent–teacher relationships. The implications for pre- and in-service teacher education and school leaders are considered.

How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion

AbstractRates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early childhood teachers (N = 295) outline the association between teachers' perceptions of the parent–teacher relationship and a child's risk for expulsion. Findings indicate that teachers' perceptions of high‐quality parent–teacher relationships are related to a lower risk for expulsion for children who have not been expelled, with the strongest association found for Black children. In contrast, for children identified as previously expelled, we found no association between teachers' perceptions of the parent–teacher relationship and future expulsion risk. Each finding will be described in detail with an eye towards implications and intervention.

Informant discrepancies in the rating of Chinese preschoolers' approaches to learning: Looking for the role of parent–teacher relationships

AbstractRatings from multiple informants, such as parents and teachers, are often used in child development research. Although informant discrepancies have been the rule rather than the exception, factors that may contribute to such discrepancies are not well understood. This study examined the role of parent–teacher relationships in the discrepancies between parents' and teachers' ratings of approaches to learning in Chinese preschoolers. Data were collected from the parents and teachers of 354 Chinese children (Mage = 5.26 years). Discrepancies between parents' and teachers' ratings were analysed, and poor agreement was found. Better parent–teacher relationships slightly contributed to smaller parent–teacher discrepancies on ratings of children's attention/persistence and competence motivation. The findings suggest that strategies promoting parent–teacher relationships may improve the consistency between parents' and teachers' view on children's learning behaviours to some degree. The observed discrepancies also imply that multi‐informant ratings are imperative to achieve comprehensive understandings of children's behaviour. This study examined the role of parent–teacher relationships in cross‐informant discrepancies on ratings of Chinese preschoolers' approaches to learning. Remarkable discrepancies were found between parents' and teachers' ratings. Better parent–teacher relationships were related to smaller discrepancies. Improving parent–teacher relationships can help families and schools achieve a more congruent perception of young children's learning behaviours.

Teacher Motivation and Relationship Within School Contexts as Drivers of Urban Teacher Efficacy in Taipei City

The efficacy of urban teachers has been an important concern of school administrators. This study explores how teacher’s intrinsic and extrinsic work motivation, relationships and school contexts affect teacher efficacy. The sources were surveys collected from elementary school teachers in Taipei City, Taiwan and data and demographic information collected from Education Statistical Data in Taipei City Government, Taiwan. The results of multilevel modeling indicated that school-level principal leadership and work environment enhance teaching. For teacher-level variables, only parent–teacher relationship has a significant influence on teacher efficacy. The implications and research limitations are discussed.

Relationskompetens i specialpedagogiska utbildningar

Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigastes how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-a-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, which also has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.

Viewing the Parent-Teacher Relationship in Music Education Through the Lens of Role Theory: A Literature Review

The relationship between a parent and a teacher can be fraught with difficulties because of role conflicts that may result from the negotiations that occur between them. We synthesized recent perspectives drawn from the research literature on parent-teacher relationships with that of role theory, and aim to demonstrate how the current research literature can be used to describe the roles of parents and teachers and their relationship to one another in music lessons. Our findings indicate that parents often play multiple roles such as home supervisors, supporters, providers, role models, partners in education, and consumers, whereas teachers may play the roles of professional musicians, educators, partners in education, and role models. We argue that roles should be understood as resulting from interaction and negotiation between parties in a relationship, and suggest that concepts from role theory are helpful tools for the reconceptualization of parents’ and teachers’ roles.

Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most

The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students’ academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students’ eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people’s lives affect their connection to and success in school.

Parents’ Beliefs on Philippine Educational and Curriculum Practices: What Educators Can Learn from Them

Parents are part of the school community. However, schools have neglected to tap parents’ opinions and perceptions of new programs for implementation (Ornstein & Hunkins, 2009). Upon this background, Dodd (1988) conducted her research to gain a better understanding of the curriculum and practices parents favored, including their underlying beliefs about teaching and learning high school English. This study replicated Dodd’s (1998) research to explore the understanding of educational practices that Filipino parents prefer in the light of curriculum innovations, particularly the K to 12 Junior High School English subject. Key informant interview (KII) was used as the main data-gathering technique following Dodd’s (1988) interview protocol. The KII information was subjected to thematic analysis to gather the major ideas that are essential in answering the research questions. The findings revealed that parents’ beliefs are based on their own and their children’s experiences and their children’s well-being. Thus, their approval of the curriculum and educational practices are largely dependent on how these will affect and benefit their children based on their understanding of policies and practices. They further place a significant value on teachers’ role in the implementation of the curriculum as facilitators of learning and academic leaders who could help their children maximize their potential. Parents can also help identify problems concerning curriculum implementation, teachers’ roles and duties, teacher-parent and teacher-student relationships, and school environment. In this regard, home-school partnerships can be strengthened to gain parents’ support and obtain valuable insights on how curriculum and educational practices affect their children. Therefore, cultivating parent involvement is ultimately beneficial for schools as this provides essential feedback on the introduction and implementation of curricular reforms and the improvement of practices.

Adjustment of Syrian refugee children into pre-school education in Turkey

A qualitative case study was used in this study in order to determine the pre-school education adjustment problems of a Syrian child refugee who had fled from his homeland and took refuge in Turkey. The research participants were the child’s family, teachers, and the principal of the school where the child was educated at pre-school. For the purposes of the study, data were collected through interviews and analyzed by the qualitative content analysis method. According to study results, one of the important factors affecting the adaptation of the children to the school is the communication problem. Another factor is the fact that Syrian families do not have sufficient financial condition. Also, official procedures, though not directly affecting the child, can indirectly affect children through parent-teacher relationships. Another remarkable result is prejudices, which have been examined in three different dimensions as children, parents and teachers, and recommendations for solutions were presented.

Examining the Expectations of Parents of Young Children with Disabilities from a “Care” Perspective

ABSTRACT The terms parent-teacher relationship and partnership are used frequently throughout the literature in early childhood education and special education. Their prevalence may imply that we know more than we really do about what takes place between families and teachers, and how these parties cultivate and sustain relationships with one another. This qualitative study examined parents’ expectations of their journey into special education and their relationships with special education preschool teachers. Data collection methods for this study included semi-structured interviews and document analysis. Findings from the study inform early childhood special education practitioners about how they might view the notions of care and expectations, and in turn develop positive and caring relationships with the families of their young students with disabilities. Furthermore, this study raises additional questions that researchers might continue to investigate in order to gain a more comprehensive understanding of how Noddings’ ethic of care might be used as a framework for applying family-centered practices in early childhood special education.

문헌연구에 나타난 유치원교사가 인식하는 유치원교사-학부모 관계와 그 관계를 형성하는 사회적 맥락에 대한 탐색적 연구

본 연구에서는 유치원교사가 인식하고 있는 유치원교사와 학부모 관계는 어떠한 지 문헌연구를 통하여 살펴보고 그 관계를 형성하는데 영향을 미치는 사회적 맥락은 무엇인지 탐색적 연구를 시도하였다. 유치원교사와 학부모 관계에 대한 선행연구들을 분석한 결과, 유치원교사들은 학부모와의 관계를 위계적이고 불평등한 관계로 인식하고 있으며 학부모와의 관계에서 심리적 갈등과 부정적 정서를 경험하고 있는 것으로 나타났다. 이러한 유치원교사와 학부모 관계를 형성하는 사회적 맥락이 있을 것으로 보고 탐색적 연구를 시도하였는데 유치원교사와 학부모 관계에 영향을 주는 사회적 맥락과 관련된 요인들로 신자유주의적 교육정책, 유아교육기관 재정적 운영구조, 유치원교사의 직업적 특성 등을 들 수 있다. 유치원교사와 학부모 관계를 형성하는 사회맥락적 요인에 대한 탐색은 그 관계의 본질을 이해하고 바람직한 유치원교사와 학부모 관계의 형성을 위한 방안을 제시하는데 기초가 될 것이다.

Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions

ABSTRACT Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children’s social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged – one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making.

Expectations and emotions concerning infant transitions to ECEC: international dialogues with parents and teachers

ABSTRACTAlthough a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries – Brazil, Finland, Scotland, New Zealand, and the United States – the present paper examines teacher and parent interviews to reveal expectations prior to and after the transition to ECEC, highlighting the associated emotions that arise during this process. Irrespective of whether expectations are met, parents universally express insecurities and fears in relation to the transition. Parents are aware of the impact that the various aspects of the ECEC setting have on their child, and acknowledge difficulty in relinquishing control of the care of their child. Despite these concerns, parents consistently articulate their strong trust in the institution and the professional expertise of the staff. Correspondingly, teachers are keenly aware of the importance of their role in supporting families, and hold certain expectations for how the transition experience will play out accordingly. Regardless of country of context, the study shows that clear communication surrounding both centre and parental expectations establishes high levels of trust and ameliorates anxiety. Teacher-parent dialogues concerning routines, preferences, and anticipations are seen as pivotal in supporting a positive transition for all.

Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems

In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development

Understanding the correlates of young children’s social emotional development is important to optimally support children’s long-term success. This study examined the associations among dimensions of parent–teacher cocaring relationships, infants’ and toddlers’ social emotional adjustment, and parent–child closeness and conflict. Our sample consisted of 90 families utilizing full-time, center-based childcare for their 12–36 month old child, about a fourth of whom received subsidized childcare. Parents completed a set of questionnaires about themselves, their cocaring relationship with a particular classroom teacher, their relationship with their child, and the child’s social emotional functioning. After controlling for children’s age, parents’ race and education, and childcare subsidy receipt, HLM analyses revealed significant associations. After accounting for parent–child relationship quality, parents’ perceptions of cocaring endorsement were positively associated with child competence, and perceptions of cocaring undermining were positively associated with children’s dysregulation. In addition, reported cocaring endorsement demonstrated a marginal negative association with parent–child conflict. Parent–child conflict was significantly associated with all forms of children’s social emotional functioning, while parent–child closeness was only associated with child competence. Findings highlight the importance of adult-relationships in children’s early social emotional development, with an emphasis on the cocaring relationship as a bridge between home and child care contexts, and the utility of the cocaring framework as a guide for examination of and reflection on the processes underlying parent–teacher relationships.

Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning

ABSTRACT This study examined whether mother-teacher, father-teacher, teacher-parent, and teacher-child relationships were linked to the socioemotional functioning of children (N = 42) aged 18–40 months. Results indicated that when mothers perceived their child’s teacher more positively, fathers perceived the teacher more positively. In turn, teachers also perceived the parents more positively, which was related to their relationship with the child. Though teachers’ perceptions of the parent were not directly related to their perceptions of children’s socioemotional functioning, the link was mediated through the teacher-child relationship. However, mothers’ perceptions of the teacher were not related to the teacher’s relationship with the child nor the teacher’s perception of the child’s socioemotional functioning. Our findings stress the importance of building positive relationships between teachers and children’s parents, and that these relationships contribute to teachers’ relationships with children and children’s socioemotional functioning.