Teachers' Perceived Efficacy in Parental Collaboration When Students Exhibit Internalizing or Externalizing Behaviour--Perspectives from a Norwegian Context

Autor/inn/en	Ekornes, Stine; Bele, Irene Velsvik
Titel	Teachers' Perceived Efficacy in Parental Collaboration When Students Exhibit Internalizing or Externalizing Behaviour--Perspectives from a Norwegian Context
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 3, S.382-395 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ekornes, Stine) ORCID (Bele, Irene Velsvik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1869083
Schlagwörter	Foreign Countries; Elementary Secondary Education; Teacher Attitudes; Parent Teacher Cooperation; Student Behavior; Behavior Problems; Teacher Characteristics; Gender Differences; Teaching Experience; Training; Psychology; Special Needs Students; Institutional Characteristics; Mental Health; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Ausbildung; Psychologie; Sonderpädagogischer Förderbedarf; Psychohygiene; Norwegen
Abstract	This paper presents findings from a survey among Norwegian K-12 teachers (n = 771), addressing their perceived collaboration with parents when students exhibit internalizing or externalizing behaviour. Positive teacher-parent collaboration is important to enhance student learning. However, behaviour difficulties among students may put the teacher-parent relationship under strain and affect the teachers' sense of self-efficacy. Through factor analysis, analysis of variance and multiple regression analysis, the paper identifies how individual teacher variables such as gender, years of experience and additional training in psychology or special needs, and school variables such as grade levels, the schools' participation in mental health training programmes and collective teacher efficacy, may affect perceived quality of collaboration. The findings showed that collective teacher efficacy is significant for positive teacher-parent collaboration, and that teachers perceived the collaboration as more conflictual when students show externalizing behaviour. Female teachers and teachers at grade levels 11-13 also reported less negative collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01