Consortium on Chicago School Research | Web Reports | Key Measures | Snapshots

Teachers' perceptions of the degree of mutual respect between themselves and parents, and their support of each other's efforts to improve student learning. High levels indicate mutually supportive relationships among parents and teachers.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 No trust	feel respected by parents not at all or a little. Teachers disagree or strongly disagree that staff work hard to build trusting relationships with parents, that parents have confidence in the expertise of the teachers, and that teachers and parents are partners in educating children. They find it difficult to overcome teacher-parent cultural barriers. They feel that none to some of the parents support their teaching efforts and do their best to help students learn. None to some of the teachers feel good about parental support.
2 Minimal trust	feel respected by parents to some extent. Some teachers agree and some disagree that staff work hard to build trusting relationships with parents and that parents have confidence in the expertise of the teachers. Most teachers disagree that parents and teachers are partners in educating children. They feel that none to about half of the parents support their teaching efforts and do their best to help students learn. None to about half of the teachers feel good about parental support.
3 Strong trust	feel respected by parents to a great extent. Teachers agree that staff work hard to build trusting relationships with parents, that parents have confidence in the expertise of the teachers, and that parents and teachers are partners in educating children. They feel that most or nearly all of the parents support their teaching efforts, and about half to most of the parents do their best to help students learn. About half to most of the teachers feel good about parental support.
4 Very strong trust	feel respected by parents to a great extent. Teachers strongly agree that staff work hard to build trusting relationships with parents and that parents have confidence in the expertise of the teachers. They agree that parents and teachers are partners in educating children, and they do not find it difficult to overcome teacher-parent cultural barriers. They feel that most or nearly all of the parents support their teaching efforts and do their best to help students learn; and most or nearly all of the teachers feel good about parental support.