Congruence in parent-teacher relationships: The role of shared perceptions

Kathleen M. Minke, Susan M Sheridan, Elizabeth Moorman Kim, Ji Hoon Ryoo, Natalie A. Koziol

Research output: Contribution to journalArticle

16 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)527-546
Number of pages20
JournalElementary School Journal
Volume114
Issue number4
DOIs
StatePublished - Jun 2014

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parent-teacher relationship
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Congruence in parent-teacher relationships : The role of shared perceptions. / Minke, Kathleen M.; Sheridan, Susan M; Kim, Elizabeth Moorman; Ryoo, Ji Hoon; Koziol, Natalie A.

In: Elementary School Journal, Vol. 114, No. 4, 06.2014, p. 527-546.

Research output: Contribution to journalArticle

Minke, Kathleen M. ; Sheridan, Susan M ; Kim, Elizabeth Moorman ; Ryoo, Ji Hoon ; Koziol, Natalie A. / Congruence in parent-teacher relationships : The role of shared perceptions. In: Elementary School Journal. 2014 ; Vol. 114, No. 4. pp. 527-546.
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