Teachers’ Interpersonal Behaviors as Predictors of the Quality of the Parent-Teacher Relationship

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Abstract

The quality of the parent-teacher relationship (PTR) is important for students’ success. Although research suggests that PTR quality is strongly linked to their communication, we know little about factors predicting PTR quality. This study aimed to identify factors that promote a better relationship quality by focusing on the role of supportive teacher behaviors—autonomy support, structure and involvement. Using cross-sectional survey study, our results showed that the more teachers behave in an autonomy-supportive way with their students’ parents and the more involved they are, the higher the relationship quality with parents is. Results also show that the more structuring teachers report being with their students’ parents, the lower the quality of their relationship is perceived to be.

Authors

• Corinne Trudel, Université Laval

• 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