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 |
| 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 |
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