Mothers and kindergarten teachers’ beliefs about their relationship: The issues of Trust and Communication (original) (raw)

2013, Proceedings of the 15th International AIFREF Congress “Family, school and local societies: Policies and practices for children”

The relationship between parents and teachers along with parents‟ practices are proposed as the two constituent dimensions of the construct of parental involvement. This research presents Greek mothers‟ and kindergarten teachers‟ beliefs about their relationship using a newly constructed measurement, the “Quality of Parent-Teacher Relationship Scale in the Kindergarten” (QPTRS-K). A sample of 230 kindergarten teachers and 913 mothers nationwide participated in the study. The data revealed two reliable factors for both mothers and teachers: “Trust” and “Communication”. Results indicated that mothers and teachers had very positive views about their relationship, although mothers seemed to hold stronger perceptions about their relationship with the teacher. Interestingly, no correlation was found between mothers‟ and teachers‟ perceptions providing support for the incongruence in their belief systems. The evidence is in line with findings from a number of international research studies concerning different developmental periods.

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