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WHAT SHAPES MIDDLE SCHOOL TEACHERS’ ABILITIES TO BUILD
PRODUCTIVE PARENT-TEACHER RELATIONSHIPS?
THE ROLES OF SELF-EFFICACY AND TEACHERS’ AND PRINCIPAL’S ROLE
CONSTRUCTIONS
by
Nancy Thompson Smith
_______________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2012
Copyright 2012 Nancy Thompson Smith
Object Description
| Title | What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions |
| Author | Smith, Nancy Thompson |
| Author email | nansmith07@gmail.com;nansmith07@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-08-14 |
| Date submitted | 2012-08-29 |
| Date approved | 2012-08-30 |
| Restricted until | 2012-08-30 |
| Date published | 2012-08-30 |
| Advisor (committee chair) | Slayton, Julie |
| Advisor (committee member) |
Hasan, Angela Hayes, Katherine |
| Abstract | Students whose parents have productive relationships with their teachers tend to perform better in school than those who do not (Hughes & Kwok, 2007). Low income students and students belonging to certain minority groups tend to perform less well in school than their higher income, Caucasian peers (McKinley, 2009). The parents of low-income students and of certain traditionally lower achieving minority groups are also less likely to experience productive relationships with their child’s teacher (Joshi et al., 2005; Kim, 2009; Lareau & Horvat, 1999; Pena, 2000; Saft & Pianta, 2001). The purpose of this study was to explore factors that influence the building of relationships between low-income parents and parents of certain minority groups and their adolescent’s teacher. ❧ This study employed a qualitative case study methodology to examine teacher and principal perceptions regarding the building of relationships with their students’ parents. Specifically, teacher self-efficacy was examined in regard to his/her perceived ability to develop relationships with parents. In addition, how the teachers and the principal constructed the parent’s and the teacher’s role in their relationship with each other was also studied. Data revealed that teachers who expressed high levels of self-efficacy tended to mediate barriers to building relationships with parents. Furthermore, the way the teacher constructed the teacher’s and parent’s role influenced the types of relationships he/she reported being able to build with parents. The principal’s role construction for parents and teachers in their relationships with each other was also found to influence the teachers’ role constructions in that relationship. ❧ The implications drawn from this study suggest that teachers’ role constructions can influence the teacher’s success in building productive relationships with parents and that these role constructions are not immutable. Furthermore, many seemingly insurmountable barriers to building relationships with parents can be overcome. |
| Keyword | education; middle school education; parent-teacher relationships; efficacy; parent involvement |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Smith, Nancy Thompson |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-SmithNancy-1175.pdf |
Description
| Title | Page 1 |
| Full text | WHAT SHAPES MIDDLE SCHOOL TEACHERS’ ABILITIES TO BUILD PRODUCTIVE PARENT-TEACHER RELATIONSHIPS? THE ROLES OF SELF-EFFICACY AND TEACHERS’ AND PRINCIPAL’S ROLE CONSTRUCTIONS by Nancy Thompson Smith _______________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2012 Copyright 2012 Nancy Thompson Smith |
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