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Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families Open Access


Other title
Parent-Teacher Relationships
Parent Self-Efficacy
Mother Efficacy
Father Efficacy
Type of item
Degree grantor
University of Alberta
Author or creator
Offrey, Laura D
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Gokiert, Rebecca (Faculty of Extension)
Pei, Jacqueline (Educational Psychology)
Buck, George (Educational Psychology)
Prochner, Larry (Elementary Education)
Department of Educational Psychology
School and Clinical Child Psychology
Date accepted
Graduation date
Doctor of Philosophy
Degree level
In this quantitative study, the associations among parent-teacher relationships, parent self-efficacy (PSE), and preschooler outcomes in low-income families were explored. Specifically, the direct and indirect effects of parent-teacher relationships and PSE on children’s adaptive skills and behavioural symptoms were investigated. Because the vast majority of research includes mothers as the primary source of information, the current study also involved gathering information from the perspective of fathers. The sample was composed of 75 parents (48 mothers, 27 fathers) who had preschool aged children (3-4 years old) in a Head Start program. Data were collected using self-reports of parenting self-efficacy and parent-teacher relationships and a standardized measure of children’s behavioural and social-emotional functioning. Overall, mothers and fathers reported similar levels of PSE and perceived relationships with their child’s teacher. Furthermore, fathers’ and mothers’ perceived parent-teacher relationships were positively associated with children’s adaptive skills. These associations were stronger for fathers than mothers. Although not significant, small and negative relationships were observed between children’s behavioural symptoms and parent variables. Mediation analyses were conducted to explore how parent-teacher relationships and PSE mediated child outcomes. Altogether, no significant pathways were observed within the mother group, however, some pathways appeared to approach significance. Within the father group, although mediation was not found, significant pathways emerged between fathers’ perceived parent-teacher relationships and reported level of PSE. Fathers’ perceived parent-teacher relationships significantly predicted children’s adaptive skills but not behavioural symptoms. Findings and implications are discussed in relation to research and theory, and aim to facilitate better understandings of the role of parent-teacher relationships and PSE in determining child outcomes.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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