While the educational policy has highlighted the positive impact of good school–family relationships on student outcomes, the impact of such interactions on teachers remains less explored. The current study examined the relationships between time spent communicating with parents and teacher self-efficacy and stress. By analyzing a sample of 122,584 teachers sample from the Teaching and Learning International Survey 2018, we found that one hour of communication with parents was associated with a 0.03 SD increase in teacher self-efficacy and a 0.06 SD increase in parent-related stress. The results also indicated that participation in professional development, which included a topic related to teacher-parent collaboration, can alleviate the negative effect of communication time with parents on teachers. Implications of our findings for the multifaceted teacher-parent relationship are discussed.

Authors:
Hyunwoo Yang, The Chinese University of Hong Kong, Hong Kong
Haram Jeon, Chonnam National University, South Korea

About the Presenter(s)
Dr Hyunwoo Yang is a University Assistant Professor/Lecturer at The Chinese University of Hong Kong in Hong Kong

See this presentation on the full schedule – Thursday Schedule

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