Teachers’ Perceived Efficacy in Parental Collaboration When Students Exhibit Internalizing or Externalizing Behaviour—Perspectives from a Norwegian Context

Figures & data

Table 1. Number of schools in different categories of the survey sample.

School size	County 1			County 2			County 3
	(S)	(M)	(L)	(S)	(M)	(L)	(S)	(M)	(L)
Grade level 1–7	2	2	1	1		1	3	3	1
Grade level 8–10		2	2		3			3	3
Grade level 1–10	1	3	1	1		1	2	2	1
Grade level 11–13	4			3			5
Total number of schools	18			10			23

Note: Some schools are organized with grade levels 1–10 combined. For analytical purposes, this category was filtered into grade levels 1–7 and 8–10.

Table 2. Sample characteristics.

Independent variables	Categories	Frequency (n)
Gender	Males	276
	Females	486
Years of experience	0–10	262
	11–20	241
	>20	265
Grade levels	Grade 1–7	172
	Grade 7–10	274
	Grade 11–13	319
Participation in mental health training programmes	Yes	193
	No	493
	Don’t know	80
Additional training in psychology and/ or special needs	Yes	200
	No	553

Note: Years of experience was originally divided into 5-years intervals. For analytical purposes, this category was recoded into three main categories.

Table 3. Principal component analysis with items from the perceived collective teacher efficacy scale, the Norwegian teacher self efficacy scale and self-designed items (Varimax Rotation with Kaiser Normalization) (n = 771).

Item	Component
	1	2	3
Collaboration with parents of students with externalizing behaviour is very challenging to me	.757
Collaboration with parents of students with internalizing behaviour is very challenging to me	.731
My relation to parents of students with externalizing behaviour is conflictual	.783
My relation to parents of students with internalizing behaviour is conflictual	.781
I experience that parents of students with externalizing behaviour withdraw from their collaborative responsibilities	.771
I experience that parents of students with internalizing behaviour withdraw from their collaborative responsibilities	.760
I collaborate well with most parents		.887
I collaborate constructively with parents of students with externalizing behaviour.		.917
I collaborate constructively with parents of students with internalizing behaviour.		.910
As teachers of this school, we can get even the most challenging students engaged in their school-work.			.664
At this school, we have a common set of rules and regulations that enables us to handle students with externalizing behaviour in a good way.			.867
At this school, we have a common set of rules and regulations that enables us to handle students with internalizing behaviour in a good way.			.823
At this school, we are able to create a safe and inclusive atmosphere even in the most challenging classes.			.756
Eigenvalue	3.619	3.017	1.999
% of variance	25.847	21.553	14.281
Cumulative % of variance	25.847	47.400	61.680
Cronbach’s alpha	.862	.903	.791

Figure 1. Percentage distribution of answers on items comprising the factor negative teacher-parent collaboration (NTPC).

Figure 2. Percentage distribution of answers on items comprising the factor teacher self-efficacy in parental collaboration (TSEPC).

Figure 3. Percentage distribution of answers on items comprising the factor perceived collective teacher efficacy (PCTE).

Table 4. Significant findings from one -way ANOVA on three scales (dependent).

Scale	Grade 1–7		Grade 8–10		Grade 11–13		F-value	p-value
	M	SD	M	SD	M	SD
NTPC	13.35	3.70	14.15	3.42	13.08	4.71	4.88	.008
TSEPC	11.51	1.99	11.38	1.92	9.45	2.60	67.27	.000
PCTE	11.91	2.46	11.93	2.19	11.06	2.46	11.58	.000

Table 5. Multiple regression analysis for negative teacher-parent collaboration.

Variable	t	95% CI		β	R^2
		Lower	Upper
TSEPC	−2.249	−.295	−.020	−.094*
PCTE	−.363	−.154	.106	−.014
Gender	−2.421	−1.457	−.152	−.095*
Additional training in psych./SEN	.250	−.608	.785	.010
Grade level	−3.570	−1.930	−.561	−.151***
					.025

Note: ***p < .001., **p < .01, *p < .05.