The purpose of this study was to examine parent–teacher congruent perceptions of middle school structures to support parent monitoring of children's behavior. We examined family educational involvement and school's communication and support to families as predictors of congruence, as well as congruence as a predictor of children following school rules and expectations. Participants were 415 teachers and 5003 parents across 40 public middle schools in the northwest region of the United States. Mixed‐effects regression was used to examine the cross‐sectional data. School size and student eligibility of free or reduced price school lunch were included as school‐level covariates. Results suggested that higher levels of teacher‐reported family involvement and school communication and support to families were significantly associated with greater parent–teacher congruence. In addition, results suggested that greater parent–teacher congruence was significantly associated with higher levels of teacher‐report of children following school rules and expectations. Implications for research on parent–teacher congruence and family–school collaboration are discussed at the school system level in terms of parent monitoring of children's behavior. Practical applications are reviewed for public middle schools.

中文翻译：

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检验家长-老师对中学和学生的支持观念是否一致

这项研究的目的是检验家长-老师对中学结构的一致看法，以支持家长对孩子行为的监控。我们研究了家庭教育的参与程度以及学校对家庭的沟通和支持，这些因素可以作为一致性的预测指标，也可以将一致性作为孩子遵循学校规则和期望的预测指标。参与人员为美国西北地区40所公立中学的415名教师和5003名父母。混合效应回归用于检查横截面数据。学校规模和免费或减价学校午餐的学生资格都作为学校级别的协变量。结果表明，教师报告的家庭参与程度和学校沟通水平以及对家庭的支持程度越高，与父母和教师的一致性越强。此外，结果表明，遵循学校的规定和期望，父母与老师的同等程度的提高与孩子对教师的报告水平较高有显着联系。在家长对儿童行为的监控方面，在学校系统层面讨论了对父母与老师的融合以及家庭与学校合作的研究的意义。对公立中学的实际应用进行了审查。在家长对儿童行为的监控方面，在学校系统层面讨论了对父母与老师的融合以及家庭与学校合作的研究的意义。对公立中学的实际应用进行了审查。在家长对儿童行为的监控方面，在学校系统层面讨论了对父母与老师的融合以及家庭与学校合作的研究的意义。对公立中学的实际应用进行了审查。