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ERIC Number: EJ1030647
Record Type: Journal
Publication Date: 2014-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0013-5984
Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions
Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A.
Elementary School Journal, v114 n4 p527-546 Jun 2014
Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in understanding reports of child behavior and finding ways to support positive student outcomes.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Behavior Assessment System for Children; Social Skills Rating System; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324A100115