CONGRUENCE IN PARENT-TEACHER RELATIONSHIPS

Authors

Kathleen M. Minke, University of DelawareFollow
Susan M. Sheridan, University of Nebraska-LincolnFollow
Elizabeth Moorman Kim, University of Nebraska-LincolnFollow
Ji Hoon Ryoo, University of VirginiaFollow
Natalie A. Koziol, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

2014

Citation

The Elementary School Journal. Volume 114, number 4 (2014).

Comments

© 2014 by The University of Chicago. All rights reserved.

Abstract

Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents’ and teachers’ perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in understanding reports of child behavior and finding ways to support positive student outcomes.