Date Approved

7-16-2007

Embargo Period

3-28-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Hespe, David

Subject(s)

Education, Elementary--Parent participation--New Jersey; Parent-teacher relationships--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

Studies and literature have shown that when parents and teachers possess a positive relationship, students will be more successful and show an increase in academic achievement. The purposes of this research study were to (a) determine how to establish a positive parent-teacher relationship and (b) ascertain the most effective and ineffective methods, approaches and utilizations for maintaining a positive parent-teacher relationship. Teachers and parents defined what a parent-teacher relationship means to them as well as what roles they play within the relationship. Different obstacles and barriers encountered are discussed in addition to the best ways to approach them in order to maintain the relationship. The study takes place in a southern New Jersey elementary school where teachers and parents were interviewed, surveyed, and observed. The data was transferred into tables and reviewed to find common trends. Data showed that parent-teacher relationships should be established as early as possible in the school year. Newsletters and a homework planner with daily parent sign offs were proven to be the most effective whole class communication methods while phone calls and in person conferences are the most effective individual communication methods. The research study concludes the importance of having a home-school connection.

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