Parents-teachers’ trust relationship and student self-esteem and academic achievement: A three sources multiple-step analysis

Abstract

Parents’ educational involvement is known as a significant factor that affects students functioning in school. Therefore, establishing positive family-school relationships, particularly parents-teachers trust, is critical for student outcomes. The present studies have two aims: (1) to indicate the structure of parent-teacher trust relationships and (2) to examine the links between parent-teacher trust relationships and students’ academic achievement via parents’ educational involvement. The first study collected data from 474 parents. Factor analysis for the Family-School Relationship Survey (FSRS) revealed two factors: Parents’ perceived teacher’s role in enhancing students’ school performance and parents’ perceived teacher’s respectful attitudes towards parents. Based on these findings, the second study model examined the links between three components: Antecedents (parents-teacher trust relationships), mediators (parental involvement) and outcomes (students’ self-evaluation and academic achievements). Data was collected from 135 parents and their adolescents. Parents completed two questionnaires: FSRS and parent involvement, adolescents completed a self-esteem questionnaire and the school reported on academic achievement. Structural equation modelling revealed links between parents’ teacher trust relationships, parent involvement and academic achievement. School-based family counsellors aim to foster a trusting parent-teacher relationship. Therefore, they must be aware of both parents’ evaluation of teachers’ professional capability to support and enhance their children and teachers’ interpersonal skills.

Keywords

Adolescents parents’ educational involvement parent-teacher trust relationships school-based family counselling self-evaluation

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