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High-quality teacher-child relationships and parent-teacher communications have substantial benefits to children's well-being and school functioning. However, more research is needed to understand how parenting self-efficacy influences these relationships. This cross-sequential study investigated the direct associations of parenting self-efficacy with the teacher-child relationship and parent-teacher communication, as well as potential mediation pathways. The present study included a sample of 8152 children who participated in the Longitudinal Study of Australian Children (LSAC), a large study with a nationally representative sample of children from two cohorts who were 4 years apart. We used data collected in three waves when participating children were ages 6 years, 8 years, and 10 years. Structural equation modeling was used to test a panel model with parent-reported parenting self-efficacy and parent-teacher communication quality, as well as teacher-reported teacher-child relationship, child behavior difficulties, and child prosocial behaviors at school. Cross-lagged regressions demonstrated that baseline parenting self-efficacy directly and positively linked with the quality of teacher-child relationship and parent-teacher communication 2 years later. Child behavior at school was identified as a mediation pathway between parenting self-efficacy and teacher-child relationship. The same patterns were identified in two waves (Waves 6–8 and Waves 8–10). Limited child gender, parent gender, or cohort differences were observed. The current findings provide initial support that parenting self-efficacy may have spillover effects on school-related factors. The findings have implications both for parenting and school researchers and for child mental health practitioners because one important way to promote parenting self-efficacy is through evidence-based parenting programs.
Ma et al. (Fri,) studied this question.