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Teachers' Perceived Relationships with Paraprofessionals Who Support Students with Challenging Behaviors

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Title: Teachers' Perceived Relationships with Paraprofessionals Who Support Students with Challenging Behaviors
Language: English
Authors: Christopher M. Dudek (ORCID 0000-0002-8338-4489), Briana Bronstein (ORCID 0000-0003-0040-3574), Linda A. Reddy (ORCID 0000-0001-8314-2810), Joelle Fingerhut (ORCID 0000-0002-8237-7578), Nicole B. Wiggs (ORCID 0000-0002-5417-5864), Todd A. Glover (ORCID 0000-0001-7100-8139)
Source: Contemporary School Psychology. 2025 29(3):633-646.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170069
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Paraprofessional School Personnel, Interpersonal Relationship, Teacher Attitudes, Teaching Experience, Racial Differences, Ethnicity, Educational Attainment, Socioeconomic Status, Institutional Characteristics, Elementary School Teachers
Geographic Terms: New Jersey
DOI: 10.1007/s40688-024-00529-0
ISSN: 2159-2020
2161-1505
Abstract: Classroom teachers' and paraprofessionals' relationship is important for ensuring student success, but very little research has examined their work relationship. Despite collaboration in the classroom, their relationship is primarily hierarchical in nature, with classroom teachers often serving as the day-to-day supervisor of paraprofessionals. This study examined the working relationships between 149 certified teachers and their assigned classroom paraprofessionals across 59 schools from the perspective of the primary supervisor, the classroom teacher. Overall, teachers rated their relationships with their paraprofessionals favorably. Differences in relationship qualities were assessed in relation to teacher years of experience, race/ethnicity, education, and school socioeconomic status (i.e., percent of students receiving free and reduced lunch). Findings suggest differences in teacher perceived relationship quality based on teachers' years of teaching experience, self-identified race/ethnicity, and school socioeconomic status (i.e., percent of students eligible for free and reduced lunch). Implications for practice and research are presented.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1490245
Database: ERIC
FullText Text:
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  Data: Teachers' Perceived Relationships with Paraprofessionals Who Support Students with Challenging Behaviors
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  Data: <searchLink fieldCode="AR" term="%22Christopher+M%2E+Dudek%22">Christopher M. Dudek</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8338-4489">0000-0002-8338-4489</externalLink>)<br /><searchLink fieldCode="AR" term="%22Briana+Bronstein%22">Briana Bronstein</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0040-3574">0000-0003-0040-3574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Linda+A%2E+Reddy%22">Linda A. Reddy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8314-2810">0000-0001-8314-2810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joelle+Fingerhut%22">Joelle Fingerhut</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8237-7578">0000-0002-8237-7578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+B%2E+Wiggs%22">Nicole B. Wiggs</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5417-5864">0000-0002-5417-5864</externalLink>)<br /><searchLink fieldCode="AR" term="%22Todd+A%2E+Glover%22">Todd A. Glover</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7100-8139">0000-0001-7100-8139</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2025 29(3):633-646.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 14
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink>
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  Data: Classroom teachers' and paraprofessionals' relationship is important for ensuring student success, but very little research has examined their work relationship. Despite collaboration in the classroom, their relationship is primarily hierarchical in nature, with classroom teachers often serving as the day-to-day supervisor of paraprofessionals. This study examined the working relationships between 149 certified teachers and their assigned classroom paraprofessionals across 59 schools from the perspective of the primary supervisor, the classroom teacher. Overall, teachers rated their relationships with their paraprofessionals favorably. Differences in relationship qualities were assessed in relation to teacher years of experience, race/ethnicity, education, and school socioeconomic status (i.e., percent of students receiving free and reduced lunch). Findings suggest differences in teacher perceived relationship quality based on teachers' years of teaching experience, self-identified race/ethnicity, and school socioeconomic status (i.e., percent of students eligible for free and reduced lunch). Implications for practice and research are presented.
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  Data: 2025
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      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Elementary School Teachers
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