Teachers' Perceptions of Parent-Teacher Alliance and Student-Teacher Relational Conflict: Examining the Role of Ethnic Differences and "Disruptive" Behavior

Autor/inn/en	Thijs, Jochem; Eilbracht, Lizzy
Titel	Teachers' Perceptions of Parent-Teacher Alliance and Student-Teacher Relational Conflict: Examining the Role of Ethnic Differences and "Disruptive" Behavior
Quelle	In: Psychology in the Schools, 49 (2012) 8, S.794-808 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21635
Schlagwörter	Teacher Student Relationship; Parent Teacher Cooperation; Academic Achievement; Student Adjustment; Elementary School Students; Elementary School Teachers; Parent Participation; Foreign Countries; Teacher Attitudes; Ethnicity; Student Characteristics; Attention Deficit Disorders; Hyperactivity; Cultural Differences; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Ausland; Lehrerverhalten; Ethnizität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Kultureller Unterschied; Niederlande
Abstract	Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent-teacher relationship by examining their link to teachers' perceptions of student-teacher relational conflict. Participants were 36 native Dutch teachers who rated their relationships with 230 Grade 4-6 students (59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 native Dutch) and their parents. It was found that the perceived parent-teacher relationship could explain ethnic differences in student-teacher conflict that were previously unaccounted for. Moreover, the effect of the parent-teacher relationship was most pronounced for students with more perceived inattention/hyperactivity problems. Results are discussed in light of their theoretical importance and practical implications. (Contains 2 tables, 1 figure, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10