Enhancing Family-School Partnerships: Predicting the Quality of Parent-Teacher Relationships

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Family, School, Community Partnerships Virtual Poster Session

Abstract

Educational research highlights the importance of family-school partnerships to favorize positive outcomes for students, parents and teachers. These partnerships mostly rely on the parent-teacher relationship (PTR), even though scientific literature has not focussed enough on factors that could foster PTR’s quality. Based on questionnaire measures of 96 elementary school teachers, the present study examines how students’ special needs, teacher’s self-efficacy and teachers’ stress related to communicating with parents predict PTR quality. Through linear regressions, these correlates show small to moderate associations with PTR’s dimensions (commitment, intimacy, love, trust and overall relationship satisfaction). These findings emphasize on two implications for practice: the need to form teachers to cope with special needs, and the importance of creating work environments supporting teachers’ self-efficacy.

Authors

• Dominic Laquerre, Université de Montréal

• Genevieve Boisclair Chateauvert, Université Laval

• Catherine F. Ratelle, Université Laval

• Isabelle Archambault, University of Montréal

• Véronique Dupéré, University of Montréal

• Isabelle Plante, University of Quebec - Montreal