An initial validation of a home–school partnership questionnaire related to teachers’ attitudes and actions: Predicting teachers’ burnout

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1837701

Junko Iida, Naoko Shimada, Saori Yamasaki

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引用次数: 2

Abstract

ABSTRACT Home-school partnership is key to students’ success at schools. Japanese schools have attempted to invite families to participate in school educational activities. However, these efforts are embedded into Japanese school cultures and were not studied empirically. This study aimed to explore teachers’ attitudes and actions toward home–school partnership and examine their effects on teachers’ burnout. Based on a preliminary study, we developed a questionnaire with 30 items for the partnership attitude (PAT) scale, 37 items for the partnership actions (PAC) scale and three other scales. We examined the concurrent validity of the scales with a sample of 254 teachers. Exploratory factor analysis yielded four subscales for the PAT (Appreciation, Positive Attitude, Traditional Attitude, Difficulty) and five subscales for the PAC (Respect Parents, Individual Contact, Classroom Information Sharing, Being Proactive, Facilitating Conversation). Reliability was moderately supported, while the criterion validity coefficients were moderately supported using correlation analysis. The results of the multiple regressions show that some PAT factors had negative effects, while some PAC factors had positive effects on teachers’ burnout. Thus, while it is important for teachers to build a good home–school partnership through partnership actions, a systematic support system is necessary for teachers experiencing difficulties in collaborating with parents.

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家校合作问卷对教师态度与行动之初步验证:预测教师倦怠

家校合作是学生在学校取得成功的关键。日本学校尝试邀请家庭参与学校的教育活动。然而，这些努力植根于日本的学校文化，并没有进行实证研究。本研究旨在探讨教师对家校合作的态度与行动，并检视其对教师职业倦怠的影响。在前期研究的基础上，我们编制了一份包含30个条目的伙伴态度(PAT)量表、37个条目的伙伴行动(PAC)量表和其他3个条目的问卷。我们以254名教师为样本检验了量表的并发效度。探索性因素分析得出PAT的四个子量表(赞赏、积极态度、传统态度、困难)和PAC的五个子量表(尊重父母、个人接触、课堂信息共享、积极主动、促进对话)。信度为中等支持，效度系数为中等支持，采用相关分析。多元回归结果显示，部分PAT因素对教师职业倦怠有负向影响，部分PAC因素对教师职业倦怠有正向影响。因此，虽然教师通过伙伴行动建立良好的家校伙伴关系很重要，但对于遇到与家长合作困难的教师来说，系统的支持系统是必要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.