ABSTRACT

This paper presents findings from a survey among Norwegian K-12 teachers (n = 771), addressing their perceived collaboration with parents when students exhibit internalizing or externalizing behaviour. Positive teacher-parent collaboration is important to enhance student learning. However, behaviour difficulties among students may put the teacher-parent relationship under strain and affect the teachers’ sense of self-efficacy. Through factor analysis, analysis of variance and multiple regression analysis, the paper identifies how individual teacher variables such as gender, years of experience and additional training in psychology or special needs, and school variables such as grade levels, the schools’ participation in mental health training programmes and collective teacher efficacy, may affect perceived quality of collaboration. The findings showed that collective teacher efficacy is significant for positive teacher-parent collaboration, and that teachers perceived the collaboration as more conflictual when students show externalizing behaviour. Female teachers and teachers at grade levels 11–13 also reported less negative collaboration.

摘要

本文介绍了挪威K-12教师的调查结果（n = 771），以解决学生表现出内在或外在行为时与父母的合作感。师生之间的积极合作对于增强学生的学习非常重要。然而，学生之间的行为困难可能会使教师与父母之间的关系紧张，并影响教师的自我效能感。通过因素分析，方差分析和多元回归分析，本文确定了个别教师变量（例如性别，经验和对心理学或特殊需求的额外培训）以及学校变量（例如年级，学校对心理健康的参与程度）培训计划和集体教师的效能，可能会影响所感知的协作质量。调查结果表明，集体教师的效能对于积极的师生合作非常重要，并且当学生表现出外在行为时，教师认为合作更加矛盾。女老师和11-13年级的老师也报告说负面合作较少。