In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

中文翻译：

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家长与老师的关系、家长的自我效能感和家长就孩子的学习和社会情绪问题向老师寻求帮助

鉴于近年来教育系统内发生的变化过程，包括学校界限的扩大和家长越来越多地参与学校生活，本研究希望了解家长如何看待家长与教师的关系以及他们的自我效能感。他们从两个主要方面向教师寻求帮助：学习和社会情感。使用定量方法，192 名以色列家长回答了一份问卷，衡量家长与老师的关系、家长的自我效能感、教师寻求帮助的方向和社会经济地位。回归分析发现，社会情感维度的求助主要受协作关系和父母高自我效能感的影响。学习方面的求助主要（但不仅）受父母社会经济地位的影响。此外，在家长与教师的协作关系和家长在学习和社会情感方面向教师寻求自主帮助之间存在显着正相关。合作型家长教师关系与家长回避寻求教师帮助之间存在显着负相关。结果突出了教师与家长合作的重要性，并从不同维度阐明了影响家长向教师寻求帮助的因素。在家长与老师的合作关系和家长在学习和社会情感方面向老师寻求帮助之间存在显着正相关。合作型家长教师关系与家长回避寻求教师帮助之间存在显着负相关。结果突出了教师与家长合作的重要性，并从不同维度阐明了影响家长向教师寻求帮助的因素。在家长与老师的合作关系和家长在学习和社会情感方面向老师寻求帮助之间存在显着正相关。合作型家长教师关系与家长回避寻求教师帮助之间存在显着负相关。结果突出了教师与家长合作的重要性，并从不同维度阐明了影响家长向教师寻求帮助的因素。