Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development

Abstract

Background

While educational policy emphasizes the importance of strong school–family relationships in enhancing student outcomes, their impact on teachers has been less thoroughly examined. Understanding how time spent on parent communication influences teacher self-efficacy and stress can provide valuable insights into teacher well-being.

Purpose/Focus of Study

This study investigates the relationship between the time teachers spend communicating with parents and its effects on teacher self-efficacy and stress. Additionally, it examines whether participation in professional development programs focused on teacher-parent collaboration moderates these effects.

Research Design

Using data from 122,584 teachers in the Teaching and Learning International Survey (TALIS) 2018, this study employs quantitative analysis to explore associations between communication time, teacher self-efficacy, and parent-related stress. It also evaluates the role of professional development in mitigating stress linked to parent communication.

Conclusions

Findings indicate that one hour of communication with parents is associated with increased teacher self-efficacy but also heightened parent-related stress. Participation in professional development programs targeting teacher-parent collaboration alleviates the negative stress effects of parent communication. These results underscore the multifaceted nature of teacher-parent relationships and highlight the importance of targeted professional development in supporting teacher well-being.