Abstract
ABSTRACT We examined parent–teacher relationships in international schools in Cyprus, using semi-structured interviews to capture the thoughts and perspectives of teachers and mothers. The study adds to the literature on parent–teacher relationships by employing [Goodall, J., and C. Montgomery. 2014. “Parental Involvement to Parental Engagement: A Continuum.” Educational Review 66 (4): 399–410] theoretical framework. Results revealed a dissonance, among both groups, between a desire for meaningful and substantial parental engagement with schooling, and a reality characterised by limited parental involvement. This appears to result from structural limitations in schools, and cultural differences between teachers and parents. By shining a spotlight on challenges in parent–teacher relationships, we urge researchers to find mechanisms to strengthen this relationship.
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