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Abstract
Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent–teacher relations are scant. The current study examined validity evidence for the Parent–Teacher Relationship Scale–II (PTRS). Specifically, the internal structure of the PTRS and the test–criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers (n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent’s children (i.e., academic competence, student–teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test–criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent–teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.
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