Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 212-218 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Russell W, Qiu H. (2024). The Dynamics of Parent-Teacher Relationships and Their Impact on Student Success. Iranian Journal of Educational Sociology. 7(1), 212-218. doi:10.61838/kman.ijes.7.1.21
URL: http://iase-idje.ir/article-1-1433-en.html
URL: http://iase-idje.ir/article-1-1433-en.html
1- Marriage and Family Therapy Department, Iona College, New Rochelle, NY, United States
2- Department of Medicine, MarshallUniversity Joan C. Edwards School ofMedicine, Huntington, West Virginia
2- Department of Medicine, MarshallUniversity Joan C. Edwards School ofMedicine, Huntington, West Virginia
Abstract: (265 Views)
Purpose: The dynamics of parent-teacher relationships are pivotal in shaping student success across academic and socio-emotional domains. This study aimed to explore the complexities of these relationships and how they impact student outcomes through qualitative analysis.
Methodology: This qualitative study utilized semi-structured interviews with a total of 26 participants, comprising 14 teachers and 12 parents from various educational settings. Theoretical saturation was achieved to ensure a comprehensive understanding of the issues at hand. Data were analyzed using NVivo software, focusing on thematic analysis to extract patterns and insights relevant to the dynamics of parent-teacher interactions.
Findings: Three main themes were identified: Communication Practices, Partnership Building, and Impact on Student Outcomes. Each theme revealed critical insights: effective communication practices are essential for maintaining informed and engaged relationships; partnership building based on mutual respect and trust enhances collaborative efforts; and these relationships positively influence student academic performance and social-emotional development.
Conclusion: The study underscores the significant influence of robust parent-teacher relationships on student success. It highlights the need for strategic educational practices that support these relationships to foster better student outcomes.
Methodology: This qualitative study utilized semi-structured interviews with a total of 26 participants, comprising 14 teachers and 12 parents from various educational settings. Theoretical saturation was achieved to ensure a comprehensive understanding of the issues at hand. Data were analyzed using NVivo software, focusing on thematic analysis to extract patterns and insights relevant to the dynamics of parent-teacher interactions.
Findings: Three main themes were identified: Communication Practices, Partnership Building, and Impact on Student Outcomes. Each theme revealed critical insights: effective communication practices are essential for maintaining informed and engaged relationships; partnership building based on mutual respect and trust enhances collaborative efforts; and these relationships positively influence student academic performance and social-emotional development.
Conclusion: The study underscores the significant influence of robust parent-teacher relationships on student success. It highlights the need for strategic educational practices that support these relationships to foster better student outcomes.
Keywords: Parent-teacher relationships, student success, qualitative research, educational dynamics, communication practices, partnership building, academic performance, social-emotional development
Type of Study: Research Article |
Subject:
Special
Received: 2024/01/6 | Accepted: 2024/03/12 | Published: 2024/05/1
Received: 2024/01/6 | Accepted: 2024/03/12 | Published: 2024/05/1
References
1. Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2021). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 40(6), 2938-2947. [DOI:10.1007/s12144-019-00227-8]
2. Fu, W., Pan, Q., & Chen, G. (2022). Longitudinal Impact of Parent-Teacher Relationship on Middle School Students' Academic Achievements in China. Frontiers in psychology, 13. [DOI:10.3389/fpsyg.2022.872301] [PMID] []
3. Garbacz, S. A., McIntyre, L. L., & Santiago, R. T. (2016). Family Involvement and Parent-teacher Relationships for Students With Autism Spectrum Disorders. School Psychology Quarterly, 31(4), 478-490. [DOI:10.1037/spq0000157] [PMID] []
4. Hughes, J. N., Gleason, K. A., & Duan, Z. (2005). Relationship Influences on Teachers' Perceptions of Academic Competence in Academically at-Risk Minority and Majority First Grade Students. Journal of School Psychology, 43(4), 303-320. [DOI:10.1016/j.jsp.2005.07.001] [PMID] []
5. Hughes, J. N., & Kwok, O. M. (2007). Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. Journal of Educational Psychology, 99(1), 39-51. [DOI:10.1037/0022-0663.99.1.39] [PMID] []
6. Ibrahim, A. T., Jamil, H., & Abdullah, A. C. (2012). The Typologies of Parental Involvement in Katsina State Primary Schools. International Journal of Learning and Development, 2(4), 95. [DOI:10.5296/ijld.v2i4.2073]
7. Kausar, N., Kiran, T., Qurban, H., & Rashid, H. (2020). Perceived Parental Involvement and Achievement Motivation among School Children: Moderating Role of Perceived Teacher-Child Interaction. https://www.researchgate.net/publication/350409416_Perceived_Parental_Involvement_and_Achievement_Motivation_among_School_Children_Moderating_Role_of_Perceived_Teacher-Child_Interaction
8. Minke, K. M., Sheridan, S. M., Kim, E. M., Ryoo, J. H., & Koziol, N. A. (2014). Congruence in Parent-Teacher Relationships. The Elementary School Journal, 114(4), 527-546. [DOI:10.1086/675637]
9. Mohammadi, M., Keshavarzi, F., Naseri Jahromi, R., Naseri Jahromi, R., Hesampoor, Z., Mirghafari, F., & Ebrahimi, S. (2020). Analyzing the Parents' Experiences of First course Elementary School Students from the Challenges of Virtual Education with Social Networks in the Time of Coronavirus Outbreak [Research Paper]. Journal title, 7(40), 74-101. [DOI:10.52547/erj.7.40.74]
10. Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. [DOI:10.29333/ejecs/388]
11. Ren, L., & Fan, J. (2020). Informant Discrepancies in the Rating of Chinese Preschoolers' Approaches to Learning: Looking for the Role of Parent-teacher Relationships. Infant and Child Development, 30(1). [DOI:10.1002/icd.2206]
12. Roubinov, D. S., Boyce, W. T., & Bush, N. R. (2020). Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten. Development and Psychopathology, 32(1), 163-174. [DOI:10.1017/S0954579418001499] [PMID] []
13. Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust. Psychology in the Schools, 53(10), 1003-1017. [DOI:10.1002/pits.21971]
14. Schriever, V. (2021). Early Childhood Teachers' Perceptions and Management of Parental Concerns About Their Child's Digital Technology Use in Kindergarten. Journal of Early Childhood Research.
https://doi.org/10.1177/1476718X211030315 [DOI:10.1177/1476718x211030315]
15. Wang, M. T., Brinkworth, M. E., & Eccles, J. S. (2013). Moderating Effects of Teacher-student Relationship in Adolescent Trajectories of Emotional and Behavioral Adjustment. Developmental Psychology, 49(4), 690-705. [DOI:10.1037/a0027916] [PMID]
16. Yang, X., Zhao, H., Zhou, J., & Gong, X. (2024). Longitudinal Relations Among Parent-child Relationships, Positivity, and Teachers-student Relationships in Chinese Children. School Psychology, 39(2), 201-212. [DOI:10.1037/spq0000552] [PMID]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
