From Teacher Training to Parent Engagement: Implications for Parent-Teacher Relationship and Early Childhood Outcomes

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 1
  In Roundtable Session: Professional Development and Coaching

Abstract

Relationships between families and early childhood teachers are critical for promoting development, particularly in vulnerable populations. This research examined the association between Early Head Start teachers’ attendance at trainings about how to engage families and reported parent engagement. We examined the association between parent engagement and parent-teacher relationships and children’s outcomes. Using the Baby FACES 2018 dataset, we used correlational analysis to identify if teachers’ professional training predicts increased parent engagement, which in turn correlated with better parent-teacher relationships and outcomes for children. This research addresses a critical gap in understanding how teacher-level interventions like training shape parent engagement, parent-teacher relationships, and early childhood outcomes. Findings can inform training plans and policies aimed at strengthening early learning environments through collaborative partnerships.

Authors

• JINGJING XU, University of Georgia

• Erin E. Hamel, University of Georgia