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ERIC Number: ED552166
Record Type: Non-Journal
Publication Date: 2012
Pages: 195
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-9860-9
What Shapes Middle School Teachers' Abilities to Build Productive Parent-Teacher Relationships? The Roles of Self-Efficacy and Teachers' and Principal's Role Constructions
Smith, Nancy Thompson
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Students whose parents have productive relationships with their teachers tend to perform better in school than those who do not (Hughes & Kwok, 2007). Low income students and students belonging to certain minority groups tend to perform less well in school than their higher income, Caucasian peers (McKinley, 2009). The parents of low-income students and of certain traditionally lower achieving minority groups are also less likely to experience productive relationships with their child's teacher (Joshi et al., 2005; Kim, 2009; Lareau & Horvat, 1999; Pena, 2000; Saft & Pianta, 2001). The purpose of this study was to explore factors that influence the building of relationships between low-income parents and parents of certain minority groups and their adolescent's teacher. This study employed a qualitative case study methodology to examine teacher and principal perceptions regarding the building of relationships with their students' parents. Specifically, teacher self-efficacy was examined in regard to his/her perceived ability to develop relationships with parents. In addition, how the teachers and the principal constructed the parent's and the teacher's role in their relationship with each other was also studied. Data revealed that teachers who expressed high levels of self-efficacy tended to mediate barriers to building relationships with parents. Furthermore, the way the teacher constructed the teacher's and parent's role influenced the types of relationships he/she reported being able to build with parents. The principal's role construction for parents and teachers in their relationships with each other was also found to influence the teachers' role constructions in that relationship. The implications drawn from this study suggest that teachers' role constructions can influence the teacher's success in building productive relationships with parents and that these role constructions are not immutable. Furthermore, many seemingly insurmountable barriers to building relationships with parents can be overcome. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A