Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems

Abstract

In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

Parental involvement in school pedagogy: a threat or a promise?

“…Teaching, especially in primary schools in Israel, has long been considered "women's work," that is, a low-paid and low-status occupation (Addi-Raccah, 2002). Moreover, primary school teachers have lower education and income than the parents who participated in this study (see Harpaz & Grinshtain, 2020).…”

Introduction to ISEE Assessment Working Group 1 - education in and for flourishing

“…Comprehensive metaanalyses of mindfulness-based interventions implemented in schools have generally had positive results (Carsley, Khoury and Heath, 2018;Zenner, Herrnleben-Kurz and Walach, 2014). At the same time, schools bene t most from systemic approaches in which innovation and change are introduced coherently throughout the school organization and its curricula (Miller et al, 2018;Harpaz and Grinshtain, 2020). Hence when SEL practices are introduced as short-term interventions, rather than through holistic approaches that address the school as a whole, results may be hard to sustain over time (Sheinman et al, 2018;Ergas and Hadar, 2019).…”

Describing social stigma of disability’s family through circumplex model on film

“…Social support has been proven to have a significant effect on reducing the negative impact of caring for children who have disabilities (Alon, 2019). The social support felt by the mother can be in the form of the mother's belief in the existence of others who can provide empathy, cooperation, and assistance in overcoming parenting challenges (Alon, 2019;Harpaz & Grinshtain, 2020). Signs which contain the meaning of social support are in the form of words.…”

“…According to Bandura, parenting self-efficacy defined as an individual's perception of his ability to successfully carry out his/her parenting role (Wittkowski et al, 2017;Albanese et al, 2019). The characteristics of parents who have a high level of parenting selfefficacy can be seen from the willingness of parents to seek support from the social community to deal with the obstacles experienced by their children (Harpaz & Grinshtain, 2020). Referring to social learning theory, Bandura & Adams revealed that the development of parents' beliefs about their ability to care for children is influenced by experiences of success in parenting practices, parents' observations of the behaviour of others in carrying out parenting tasks, social reinforcement received by parents, for example, encouragement or praise from others, and physiological-emotional conditions experienced by parents, for example, self-confidence, satisfaction, and happiness (Wittkowski et al, 2017).…”