Details

Autor(en) / Beteiligte

• 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

Ist Teil von

• Psychology in the schools, 2012-09, Vol.49 (8), p.794-808

Ort / Verlag

Hoboken: Wiley Subscription Services, Inc., A Wiley Company

Erscheinungsjahr

2012

Link zum Volltext

Quelle

Wiley Online Library Journals Frontfile Complete

Beschreibungen/Notizen

• 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. © 2012 Wiley Periodicals, Inc.