Parents-teachers’ trust relationship and student self-esteem and academic achievement: A three sources multiple-step analysis

Parents’ educational involvement is known as a significant factor that affects students functioning in school. Therefore, establishing positive family-school relationships, particularly parents-teachers trust, is critical for student outcomes. The present studies have two aims: (1) to indicate the structure of parent-teacher trust relationships and (2) to examine the links between parent-teacher trust relationships and students’ academic achievement via parents’ educational involvement. The first study collected data from 474 parents. Factor analysis for the Family-School Relationship Survey (FSRS) revealed two factors: Parents’ perceived teacher’s role in enhancing students’ school performance and parents’ perceived teacher’s respectful attitudes towards parents. Based on these findings, the second study model examined the links between three components: Antecedents (parents-teacher trust relationships), mediators (parental involvement) and outcomes (students’ self-evaluation and academic achievements). Data was collected from 135 parents and their adolescents. Parents completed two questionnaires: FSRS and parent involvement, adolescents completed a self-esteem questionnaire and the school reported on academic achievement. Structural equation modelling revealed links between parents’ teacher trust relationships, parent involvement and academic achievement. School-based family counsellors aim to foster a trusting parent-teacher relationship. Therefore, they must be aware of both parents’ evaluation of teachers’ professional capability to support and enhance their children and teachers’ interpersonal skills.