This research was made possible by the Young Scholars' Research Grant received from the Jacobs Foundation by the first author.
Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior†
Article first published online: 9 JUL 2012
Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company
Psychology in the Schools
Volume 49, Issue 8, pages 794–808, September 2012
How to Cite
Thijs, J. and Eilbracht, L. (2012), Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior. Psychol. Schs., 49: 794–808. doi: 10.1002/pits.21635
- Issue published online: 8 AUG 2012
- Article first published online: 9 JUL 2012
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.