Communication Barriers in the Context of School-Parents Cooperation

Serkan Gokalp,Okan Dis,Sait Akbasli

doi:10.12973/eujem.4.2.83

Abstract

<p style="text-align: justify;">The purpose of the present study was to determine the communication barriers, the reasons and results of these barriers, and solution proposals for communication barriers faced in the context of school-parents cooperation. The case study was used in this study. The data obtained from the interview forms were analysed according to the method of descriptive analysis. The findings were presented in the form of themes and subthemes. The study group consisted of 42 teachers working in the central districts of Erzurum in the 2019-2020 academic years. According to the research results, the participants think that communication barriers in the context of school-parents cooperation are related to parents and to teachers. Most of the participants express the reasons for communication barriers resulting from parents while some of the participants express the reasons for communication barriers resulting from teachers. Participants think that the results of communication barriers faced in the context of school-parents cooperation are related to students, school administrators, parents and teacher. Most of the participants think that results of communication barriers in the context of school-parents cooperation are related to students while the other participants think that results of communication barriers in the context of school-parents cooperation are related to school administrators, parents and teachers. Most of the participants propose solutions for communication barriers related to teachers while other participants propose solutions for communication barriers related to school administrators and parents.</p>

Highlights

And school are the two most influential institutions in the socialization of children
The purpose of the present study was to determine the communication barriers, the reasons and results of these barriers, and solution proposals for communication barriers faced in the context of school-parents cooperation
These participants express communication barriers related to parents such as parents’ not visiting the school, ineffective participation in the educational processes, indifference to their children, avoidance of taking responsibility, lack of empathy for teachers, prejudices towards the school, not valuing their children, unrealistic expectations of their children, interference in the work of teachers, not knowing about their students, inadequacy in good communication skills

Summary

Introduction

And school are the two most influential institutions in the socialization of children. The education of children begins in the family and continues at school, and socialization initially starts in the family and is transferred to children with social rules by parents for the first time (Demirbulak, 2000) For this reason, the first teachers of children are their parents. Parents have important responsibilities for the self-development of individuals, and a very important position in their cognitive, emotional, and psychomotor development Parents want their children to receive a good education in their lives. The school-parents cooperation in schools has great importance for the achievements of students (Rosenblatt & Pled, 2002). In this respect, important duties fall on school administrators, teachers, and parents of students. Parents of students must be included in the educational processes (Akbasli, 2007; Angelides et al, 2007)

Objectives

Methods

Discussion

Conclusion