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초록·키워드 목차

This study examines the association between parent-teacher relation and students’ academic achievement in Korea. We analyzed the structural relationship among family SES, parent involvement in school, teachers’ perception of students’ academic efforts and students’ academic performance by employing structural equation modeling. Using data from the 2005 Korean Education Longitudinal Study, we explore the role of parent involvement in school in shaping parent-teacher relation and teacher-student relation in association with students’ academic achievement. The results indicate that parent involvement in school has only indirect association with students’ academic performance through teacher-related variables. We discussed the results along with prior literature and suggested implication for educational policy in Korean context. #parent involvement in school #parent-teacher relation #teacher-student relation #academic achievement

TEACHERS’ EXPECTATION AND SCHOOL PERFORMANCE
TEACHERS’ EXPECTATION AND PARENT-TEACHER CONNECTION
CRITICAL ROLE OF TEACHERS FOR THE DISADVANTAGED
PARENT-TEACHER RELATIONS AND TEACHERS’ ROLE IN KOREA
METHODOLOGY
ANALYSIS RESULTS
SUMMARY AND CONCLUSION
DISCUSSION AND POLICY SUGGESTIONS
REFERENCES
Appendix 1. Descriptive Statistics and Correlation Matrix of Indicators
Appendix 2. Results of Multi-group Analyses between Male and Female Students

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