Abstract
This quantitative descriptive study investigated online communication between parents and teachers and its obstacles from the perspectives of teachers in two main school districts. A stratified random sample of 270 teachers filled out an electronic questionnaire, and results showed that both PTOC use and its obstacles were considered moderate in both school districts. No differences were found in parent-teacher online communication practices associated with gender, school district, and educational level. Significant differences were detected among school districts. This study recommends, among other things, preparing seminars and programs for teachers that illustrate how to use this kind of online system effectively and raise awareness regarding its importance.
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