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ERIC Number: ED547952
Record Type: Non-Journal
Publication Date: 2011
Pages: 123
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-2936-0
Development of a Parent-Teacher Relationship Survey
Majerus, Timothy C.
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Columbia
Elementary educators searching for strategies to improve student achievement may benefit from examining the relationship between parents and classroom teachers. The literature indicates that parent involvement may be linked to student achievement, attendance, student motivation, and student self-esteem. Likewise, parents who have a positive relationship with their child's teacher may also be associated with an increase in their child's academic achievement. The intent of this study was to create an instrument to measure parents' perceptions of their relationship with their child's classroom teacher. An initial instrument was developed based upon a review of the literature on parent involvement in schools, and on parent-teacher relationships. The instrument was administered to 945 parents from a mid-size Midwestern school district. A 26-item, four-factor instrument was developed through the use of factor analysis. The factors and descriptions are as follows: Factor 1: Parent-Teacher Relationships. The issues of trust and caring highlight this factor. The findings for this factor demonstrate the importance of a positive relationship between parents and elementary school teachers. Factor 2: Opportunity for Parent Involvement. The importance of inviting parents to be involved in their child's education are featured in this factor. The findings for this factor support the significance of teachers providing parents with the opportunity to be involved in their child's education. Factor 3: Parent Efficacy. This factor revolves around parents' beliefs about how their involvement in their child's school experience positively or negatively impacts the education their child receives. Parents with a high sense of efficacy believe their involvement in school will show a positive impact on their child's educational experience. Factor 4: Time for Parent Involvement. The issue of time highlights this factor. The findings of this factor support the concept that parents who spend time on their child's education help their child achieve more in school, as well as help their child understand the value of his or her education. The Parent-Teacher Relationship Survey provides classroom teachers and principals the opportunity to gather data to gain an understanding of parents' perceptions of their child's classroom teacher. Furthermore, use of the survey could help determine whether a correlation exists between parents' positive perceptions of their child's classroom teacher and increased student achievement. If a positive correlation exists, teachers and administrators will have concrete evidence regarding the importance of the parent-teacher relationship. Having this information will greatly help educators in their efforts to help every child achieve to his or her potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A