Abstract
The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers' perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role.
Original language | English |
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Number of pages | 16 |
Journal | Teachers and Teaching |
DOIs | |
Publication status | E-pub ahead of print - 7 Sept 2024 |
Keywords
- Parental engagement
- teacher perceptions
- teacher characteristics
- primary education
- ACADEMIC-ACHIEVEMENT
- INVOLVEMENT
- CHILDREN
- STRESS
- DUTCH
- MODEL