Description

The Inventory for Creating Parent-Teacher Connections (ICPTC) is a standardized assessment instrument developed to evaluate the quality of communication, collaboration, and partnership between parents and teachers within the educational environment. The questionnaire examines the effectiveness of parent–teacher interactions, the level of mutual trust and cooperation, and the strategies used to encourage active parental involvement in students’ educational experiences. By identifying both strengths and areas requiring improvement, the ICPTC contributes to the development of stronger school–family partnerships that promote students’ academic achievement, psychosocial adjustment, and overall well-being.

The instrument is grounded in contemporary educational theories emphasizing that effective collaboration between families and schools is one of the strongest predictors of positive educational outcomes. Productive parent–teacher relationships foster open communication, shared responsibility, early identification of students’ needs, and coordinated educational support. Consequently, the ICPTC provides a comprehensive framework for evaluating the quality of these relationships and identifying opportunities to strengthen family engagement in the learning process.

The questionnaire is suitable for use in primary, secondary, and special education settings, as well as in educational research, school improvement initiatives, and teacher professional development programs.

Data Analysis and Use

Data collected through the Inventory for Creating Parent-Teacher Connections (ICPTC) are analyzed using quantitative psychometric and statistical procedures to evaluate the overall quality of parent–teacher relationships and the effectiveness of communication practices. The questionnaire is typically completed by both parents and teachers, allowing for the comparison of perspectives regarding communication quality, collaboration, parental involvement, and mutual support. Responses are generally recorded using Likert-type scales and are aggregated to produce overall and domain-specific scores.

Psychometric evaluation of the instrument includes the assessment of internal consistency using Cronbach’s alpha coefficient, together with analyses of test–retest reliability, construct validity, content validity, criterion validity, convergent validity, discriminant validity, and exploratory and confirmatory factor analyses (EFA/CFA) to verify the theoretical structure of the questionnaire. Statistical analyses commonly include descriptive statistics, calculation of means and standard deviations, Pearson or Spearman correlation analyses, multiple regression models, analysis of variance (ANOVA), structural equation modeling (SEM), and multilevel analyses examining the relationships between parent–teacher collaboration and educational outcomes.

The findings can be used by school administrators, teachers, school psychologists, educational researchers, and policymakers to identify barriers to effective communication, evaluate school-family partnership initiatives, monitor intervention outcomes, and develop evidence-based strategies that strengthen parental engagement and improve the educational environment.

Objective

The primary objective of the Inventory for Creating Parent-Teacher Connections (ICPTC) is to provide a reliable and valid assessment of the quality of relationships between parents and teachers while identifying the factors that facilitate effective communication, collaboration, and family engagement in education. The instrument enables educators and researchers to evaluate the effectiveness of parent–teacher partnerships and to identify opportunities for strengthening cooperation in ways that enhance students’ academic performance, emotional development, and school adjustment.

In addition, the ICPTC supports the design, implementation, and evaluation of school-based interventions aimed at improving communication practices, increasing parental participation in educational activities, and fostering collaborative school cultures. It is particularly valuable in educational psychology, school counseling, educational leadership, teacher training, and family–school partnership research, where systematic assessment of parent–teacher relationships contributes to evidence-based educational practice.

Scoring

The Inventory for Creating Parent-Teacher Connections (ICPTC) is typically administered using Likert-type response scales, in which parents and teachers indicate the extent to which each statement reflects their experiences and perceptions of communication and collaboration. Individual item scores are summed or averaged to produce overall and dimension-specific scores reflecting the quality of parent–teacher relationships, communication effectiveness, collaborative practices, and parental engagement.

Higher scores indicate stronger parent–teacher partnerships, more effective communication, greater mutual trust, increased parental involvement, and more collaborative educational practices. Lower scores suggest communication barriers, reduced collaboration, limited parental engagement, and opportunities for improving school–family relationships.

Interpretation of questionnaire results should be supported by comprehensive psychometric evaluation, including analyses of internal consistency, construct validity, criterion validity, factor structure, measurement invariance, and cross-cultural validation, ensuring reliable assessment across different educational settings and populations.

References

Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.

Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Deslandes, R., & Clément, M. (2001). Influence of the Teacher–Parent Relationship on Student Achievement. Canadian Journal of Education Administration and Policy.