Journal article
Examining congruence in parent-teacher perceptions of middle school supports for students and families
Psychology in the schools, Vol.58(6), pp.1169-1184
06/01/2021
DOI: 10.1002/pits.22495
Abstract
The purpose of this study was to examine parent-teacher congruent perceptions of middle school structures to support parent monitoring of children's behavior. We examined family educational involvement and school's communication and support to families as predictors of congruence, as well as congruence as a predictor of children following school rules and expectations. Participants were 415 teachers and 5003 parents across 40 public middle schools in the northwest region of the United States. Mixed-effects regression was used to examine the cross-sectional data. School size and student eligibility of free or reduced price school lunch were included as school-level covariates. Results suggested that higher levels of teacher-reported family involvement and school communication and support to families were significantly associated with greater parent-teacher congruence. In addition, results suggested that greater parent-teacher congruence was significantly associated with higher levels of teacher-report of children following school rules and expectations. Implications for research on parent-teacher congruence and family-school collaboration are discussed at the school system level in terms of parent monitoring of children's behavior. Practical applications are reviewed for public middle schools.
Details
- Title: Subtitle
- Examining congruence in parent-teacher perceptions of middle school supports for students and families
- Creators
- S. Andrew Garbacz - University of Wisconsin–MadisonRachel T. Santiago - University of OregonDerek Kosty - Oregon Research InstituteMiranda Zahn - University of Wisconsin–MadisonElizabeth A. Stormshak - University of OregonKeith Smolkowski - Oregon Research InstituteJohn R. Seeley - Oregon Research Institute
- Resource Type
- Journal article
- Publication Details
- Psychology in the schools, Vol.58(6), pp.1169-1184
- Publisher
- Wiley
- DOI
- 10.1002/pits.22495
- ISSN
- 0033-3085
- eISSN
- 1520-6807
- Number of pages
- 16
- Grant note
- R324B160026; R324A090111 / Institute of Education Sciences; US Department of Education; Institute of Education Sciences (IES)
- Language
- English
- Date published
- 06/01/2021
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984701727302771
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