This study is conducted by Catherine Ratelle, researcher at the Education Faculty at Université Laval and co-directed by Isabelle Plante, researcher at the Université du Québec à Montréal (UQAM) and Isabelle Archambault and Véronique Dupéré, researchers at the Université de Montréal. 

It is funded by the Fonds de recherche du Québec – Société et culture (FRQSC) as part of the program Actions concertées sur la persévérance et la réussite scolaires. 

It is conducted in collaboration with the Association québécoise des enseignantes et des enseignants du primaire (AQEP), the Regroupement des comités de parents autonomes du Québec (RCPAQ), the Fédération des comités de parents du Québec, the English Parents’ Committee Association (EPCA) and the Centre de transfert pour la réussite éducative du Québec (CTREQ).

This study aims to better understand the teacher-parent relationship and how it relates to communication between these two key players in a student’s academic success.

This study has two components:

First:

A survey of elementary school teachers to gather their perspective on family-school communication and the quality of the teacher-parent relationship, and the factors facilitating and hindering the quality of the relationship and communication;

Second:

A survey of parents to gather their perspective on on family-school communication and the quality of the teacher-parent relationship, and the factors facilitating and hindering the quality of the relationship and communication, as well as to predict their school involvement with their child and their child’s academic achievement.

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