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

• In Event: The Importance of Perceptions, Self-Efficacy, and Role Construction in Building Home-School Partnerships

Abstract

Against the backdrop of change processes in the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, the current study aspired to understand how parents perceive parent-teacher relations alongside their self-efficacy as influencing their help seeking from teachers, in different dimensions. Using the quantitative method, 192 Israeli parents answered a questionnaire. Regression analysis found that help seeking in the socio-emotional dimension was mainly influenced by collaboration relations and by parents' high self-efficacy. Help seeking in the learning dimension was mainly (but not only) influenced by parents' socioeconomic status. The results highlight the importance of teacher-parent collaboration and illuminate the factors influencing parents to ask for help from teachers in different dimensions.

Authors

• Gal Harpaz, The Open University of Israel

• Yael Grinshtain, Tel-Hai College and The Open University of Israel