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 (
Get full access to this article
View all access options for this article.
