Parent teacher relationship scale

parent teacher relationship scale

In nternational R Research in Education E ISSN 2 , Vol. 2, No. 1 The Qualityy of Paarent-Teeacher Relatio onship S Scale in n the Kind. Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However. The present study elaborates on the issue of the relationship quality between parents and teachers. It focuses on kindergarten as it constitutes an educational.

Assessing the Quality of Parent-Teacher Relationships for Students with ADHD

The FIQ is a parent-report measure that examines the frequency of family involvement in educational activities. In addition, the FIQ is a relatively long scale that takes parents about 10—20 minutes to complete.

However, it does not provide an assessment of parent perceptions and only two items on the scale are directed at measuring the quality of the parent-teacher relationship. This measure has separate versions for completion by parents and teachers. A potential shortcoming is that the measure has items, which can make it challenging to use repeatedly for the purpose of quality improvement or progress monitoring. The multi-informant PTIQ is comprised of 37 items 21 parent-reported items; 16 teacher-reported items loading on six factors: Internal consistency ranges from.

For purposes of evaluating the quality of the home-school relationship from the perspective of both parents and teachers, the item Quality of the Parent-Teacher Relationship factor is useful.

When this factor is administered separately from the entire PTIQ as a method for assessing relationship quality, it can be completed by each informant in about a minute, rendering it efficient to use for screening and ongoing progress monitoring. However, to date, research on the Quality of the Parent-Teacher Relationship factor is limited, although studies have shown that this scale has strong internal consistency authors blindedis related to parental perceptions of teacher support with homework authors blindedand is sensitive to change over the course of a family-school intervention for children with ADHD authors blinded.

As such, the purpose of this study was to examine the construct validity of the Quality of Parent-Teacher Relationship factor of the PTIQ, with the aim of determining its potential for assessing home-school collaboration.

Specifically, we sought to examine whether a one-factor model combining parent and teacher reports as originally suggested by the authors of the measure was superior to a two-factor model separate parent-report and teacher-report factors for assessing the quality of the home-school relationship.

Also, we examined the relationship of this factor to other measures related to parent involvement in education, including measures of home-based involvement, to determine concurrent validity.

Teacher and parent relationships - a crucial ingredient: Cecile Carroll at TEDxWellsStreetED

A unique aspect of the study is that it was conducted with the parents and teachers of children diagnosed with ADHD. The cut point for children in grades K or 1 was the 90th percentile, and the cut point for those in grade 2 through 6 was the 85th percentile. Children in grades 2 to 6 also had to score at or above 0.

parent teacher relationship scale

Children with learning disabilities, disruptive behavior disorders, and mild to moderate internalizing disorders that did not require separate treatment were included. In addition, children were excluded if they had a history of major neurological illness, or a history of suicidal or homicidal behavior or ideation. Data were collected at four points across the intervention. Only data collected at baseline were analyzed in this study. The racial composition of the sample was as follows: With regard to ethnicity, 8.

With regard to ADHD subtype, 6. The majority of the sample A factor analysis of the PTIQ revealed a Quality of the Parent-Teacher Relationship factor, consisting of 6 parent-reported items as well as 5 teacher-reported items; the results suggested parent- and teacher-rated items should be combined on the same subscale.

Assessing the Quality of Parent-Teacher Relationships for Students with ADHD

Higher scores on this factor reflect a stronger, higher quality relationship Kohl et al. The parents and teachers of all children in the study were administered the relationship quality factor of the PTIQ.

parent teacher relationship scale

Because the larger studies were focused on assessing the quality of interactions between parents and teachers and attempted to minimize respondent burden by limiting the number of measures administered, only the Quality of the Parent-Teacher Relationship factor of the PTIQ was used. Given the relationship between dimensions of family involvement in educational activities i.

Because of the natural home-school connection inherent in student homework activities Olympia et al. Further, the Student-Teacher Relationship Scale was included because it was expected that a strong parent-teacher relationship likely would improve teacher understanding of student needs Sheridan and Christenson, and contribute to a stronger student-teacher relationship, especially among students with attention and learning problems.

Family Involvement Questionnaire — Home-based Involvement Factor The item Family Involvement Questionnaire FIQ Home-based Involvement factor was used to assess caregiver use of educational activities and parenting practices to support their child's learning at home Fantuzzo et al. Parents self-report the frequency of their behavior using a 4-point scale ranging from rarely to always.

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parent teacher relationship scale

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parent teacher relationship scale