Relations among parenting stress, parent-teacher relationship and parent engagement: A mediation model

Date

2025-5

Author

Peker, Canan

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The purpose of the present study is to reveal the relations among parenting stress, parent-teacher relationship and parent engagement in early childhood education, as well as the underlying mechanism in the relation between parenting stress and parent engagement in early childhood education by examining the mediating role of the parent-teacher relationship. In line with the study‘s aim, a hypothesized simple mediation model including variables of the study was formed. With the convenience sampling method, the data were collected from 233 parents having children in both public and private preschools in Ankara, Türkiye via a Demographic Information Form, the Parental Stress Scale, the Parent Engagement in Early Childhood Education Survey, and the Parent-Teacher Relationship Scale. By adopting a correlational research design, the data were analyzed with mediation analysis using PROCESS Macro v.4.2. The results of mediation analysis concluded that parenting stress significantly and negatively predicted both parent engagement in early childhood education and the strength of the parent-teacher relationship. Furthermore, the parent-teacher relationship is seen to significantly and positively predict parent engagement in early childhood education. The result regarding the mediating role clarified that parent-teacher relationship partially mediated the linkage of parenting stress with parent engagement in early childhood education. Together, the results demonstrate that stress arising from parenting may lower the quality of relationship with the teacher, which may decrease parent engagement in early childhood education. The study concludes with a discussion of findings relevant to the field, along with their implications and suggestions for future studies.

Subject Keywords

Parenting stress, Parent engagement, Parent-teacher relationship, Early childhood education

URI

https://hdl.handle.net/11511/114952

Collections

Graduate School of Social Sciences, Thesis