Promoting Partnerships with Parents in Preschool Programs: Does the Number of Classroom Sessions a Day Matter?
DOI:
https://doi.org/10.55370/hsdialog.v20i1.760Keywords:
teacher self-efficacy, parent engagement, Preschool, early childhood, parent-teacher relationships, class sizeAbstract
Positive parent-teacher relationships are associated with positive child outcomes (Minke, 2010). Teachers’ work contexts, such as the number of children/families each teacher serves each day/week and a teacher’s self-efficacy may influence teachers’ abilities to build those relationships. Participants in this pilot study included families of children enrolled in publicly- funded preschool programs and their teachers. To assess their perceptions of self-efficacy regarding parent-teacher relationships, preschool teachers completed the Teacher Efficacy for Promoting Partnerships Scale (Moen, Sheridan, & White, 2016). Findings suggest that preschool programs using a single all-day session model with fewer children and families assigned per teacher, may permit teachers to more quickly establish partnerships with parents, or at least establish a confidence in working with parents sooner in the relationship than teachers assigned to teach to double (two half-day) sessions each day.
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Copyright © 2025 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).