Parent–teacher relationships in international schools in Cyprus: challenges and opportunities

Baikovich, Hila Hagage; Yemini, Miri

doi:10.1080/14767724.2023.2207121

Cited by 2 publications

(1 citation statement)

References 99 publications

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“…This could imply that a hostile or negative environment enabled by staff may be a contributing factor or a marker of a broader culture of victimization that also involves students and parents. These implications align with the previous studies on victimization culture [83,121,123]. However, the cross-sectional design of this study implies that the findings should be regarded with caution and need further validation.…”

Section: Discussionsupporting

confidence: 88%

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

Dirzyte,

Indrašienė,

Jegelevičienė

et al. 2024

Education Sciences

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The links between different forms of teacher victimization and teachers’ life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers’ life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students’ parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ2 = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization.

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Section: Discussionsupporting

confidence: 88%

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

Dirzyte,

Indrašienė,

Jegelevičienė

et al. 2024

Education Sciences

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First-Grade Transitions: Teachers’ Perceptions of Parental Emotions, Communication Strategies, and Sense of Effectiveness in Parent Engagement

Dor

2024

educat soc

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This qualitative study explores the perceptions of 24 female first-grade teachers from northern Israel regarding parental emotions during their children’s transition to first grade. Using semi-structured interviews, it examines the teachers’ communication strategies and their self-assessed skills and training to effectively engage with parents at this critical stage. The findings highlight teachers’ awareness of parents’ concerns about social integration, academic performance, and behavioral adaptation. Despite the importance of effective communication, teachers face challenges due to parental disengagement and over-involvement and report a lack of formal training, relying instead on self-developed strategies.

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Parent–teacher relationships in international schools in Cyprus: challenges and opportunities

Cited by 2 publications

References 99 publications

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

First-Grade Transitions: Teachers’ Perceptions of Parental Emotions, Communication Strategies, and Sense of Effectiveness in Parent Engagement

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