Perceptions of early childhood teachers and parents of teacher–parent interactions in an Indian context

Abstract

The study assessed the nature of parent–teacher interactions of preschool teachers in India with parents of preschool children. Specifically, the impact of teacher training, satisfaction with training and the job, years of experience and class size on the nature of interactions with parents were examined. Perceptions of both parents and teachers were sought. Sixty‐five preschool teachers and 173 parents from an urban city in India comprised the total sample. Results using teacher reports indicated that 32% of the variance was accounted for. Satisfaction with training and the job emerged as significant, while the amount of training, years of experience and class size did not. According to parent reports, 24% of variance was accounted, and where only one variable emerged significant. Amount of training of teachers inversely impacted the nature of teacher–parent interactions. These findings suggested the interplay of specific factors like limited space, finances and cultural notions of teaching/education, and adult–child relations.