Teacher-Parent Relationships: Influence of Gender and Education on Organizational Parents' Counterproductive Behaviors

Autor/inn/en	Pepe, Alessandro; Addimando, Loredana
Titel	Teacher-Parent Relationships: Influence of Gender and Education on Organizational Parents' Counterproductive Behaviors
Quelle	In: European Journal of Psychology of Education, 29 (2014) 3, S.503-519 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-014-0210-0
Schlagwörter	Parent Teacher Cooperation; Parents; Individual Characteristics; Gender Differences; Instructional Program Divisions; Educational Attainment; Questionnaires; Elementary School Teachers; Middle School Teachers; Behavior; Statistical Analysis; Behavior Problems; Foreign Countries; Multivariate Analysis; Italy + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Statistische Analyse; Ausland; Multivariate Analyse; Italien
Abstract	The present paper examines the influence of parent's demographics (gender and educational level) and a contextual variable (school grade) on counterproductive parents' behavior during interaction with teachers. Data were gathered by administering the Italian version of the Challenging Parent Standard Questionnaire (Pepe 2010) to a sample of in-service teachers of both elementary and middle schools (N?=?674). As a result, a sample composed of 150 fathers and 524 mothers showing counterproductive behaviors was obtained. General linear model multivariate analysis of covariance (MANCOVA) revealed no statistically significant differences between fathers' and mothers' counterproductive behaviors when controlled for the effects of parents' education and the school grade. Low parental educational levels appeared to be associated with "uncooperative" and "uninvolved" behaviors, whereas "excessively worried" behaviors about a child's education seems to be associated with a parent having a college degree or more. It must be remarked that parents' behaviors can be conditioned by expectation about, or reaction to, the behavior of the teacher and the results should be interpreted by considering nonindependence of involved actors. Results are discussed in terms of theory development and parenting programs aimed at improving parent-teacher relationships. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10