Teacher–parent relationships: what contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds?

Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, the Netherlands, Norway and Poland. These countries have varying diversity in the population and implement different approaches in building relationships with parents. We also studied potential differences between ECE and primary schoolteachers. Exploratory factor analysis revealed four interrelated, but distinct aspects in teacher–parent relations: shared beliefs with parents, reciprocity, hierarchy, and problem-related contact. The adoption of culturally sensitive classroom practices showed consistent associations with teacher–parent relations. Teachers who declared to be more culturally responsive in their classroom reported more shared beliefs and reciprocity in the relation with parents and less hierarchy and problem-oriented contact. Moreover, ECE teachers reported comparatively more positive and less negative relations with parents than primary schoolteachers. Altogether, the notion of ‘culturally responsive partnerships’ appears specifically important. Implications for improving practice concern a stronger focus on developing intercultural competences in pre- and in-service education.