Are Teacher Perceptions Student Reality? Teacher Perceptions of Family Engagement and Student Academic Performance

• In Event: Promoting Academic Success Through Family, School, Community Partnerships

Abstract

Previous literature has documented the impact that teacher perceptions can have on student experiences (Auwarter & Aruguete, 2008; Musto, 2019). While teacher perceptions of students has been studied, less attention has been given to the consequences of teacher perceptions of families. The current paper used data from the Early Childhood Longitudinal Studies Kindergarten Class of 2010-2011 to explore the relationship between teacher perceptions of family engagement, teacher perceptions of student academic performance, and school-level family engagement practices. The multilevel models found that teacher perceptions of family engagement was positively and consistently associated with teacher perceptions of student academic performance. School-level family engagement was not related to teacher perceptions of student academic performance. Implications and directions for future research are discussed.

Author

• Megumi G. Hine, Johns Hopkins University
  Presenting Author