Parent-teacher interactions
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Authors
Cutonilli, Angela Marie
Issue Date
1996
Type
Capstone
Language
en
Keywords
Psychology
Alternative Title
Abstract
This study focused on parent-teacher relationships whose primary interactions are with early elementary school-aged children. Because this is an exploratory survey, no hypothese are being tested.
The design of this study is a quantitative, descriptive exploratory survey in which data are gathered through the use of an inventory called Taking Stock. The questionnaire in Taking Stock allowed subjects to "rate" their school's efforts on communication between parents and teachers. Questionnaires were distributed to parents, family members, teachers and administrators from Stella Brockman Elementary School in Manteca, California.
The results of the questionnaires found that parents and teachers feel that the school, overall, is doing a good job. The final score interpretations found that neither the parents or the teachers felt the school needed to improve in any of the areas. The ratings between the two groups varied by a small to medium margin with no drastic difference in any of the categories. The teachers are disturbed that there is not more direct involvement with the parents but feel their efforts are positive. Despite their frustration, the teachers agree that their ideas and motivation will overcome their setbacks. Parents stated that the school is very inviting and they have had positive interactions with the teachers.
Recommendations for the future find the researcher needing to initiate the questionnaires at the beginning of the school year so there will be ample time to collect them. The researcher needs to be available to attend several school functions and if possible become involved in the P.T.A.