Abstract
Because the importance of parental involvement in education has been emphasized recently in Taiwan, the nature of teacher-parent interactions has changed. The current study describes teacher-parent interactions from teacher perspectives in grades 1-12 in Taiwan. Data were collected from 50 teachers using open-ended questionnaires. Thematic analysis was used to analyze the data. Nine themes regarding the experiences of teachers in their interactions with parents were identified, namely, initiative of interaction, cause of interaction, parental role, consideration before action, social network, action strategy, outcome of interaction, reflection on interaction, and suggestion for preservice teachers. Four important issues related to teacher-parent interactions are discussed further.
Highlights
Parent involvement has become a widespread movement across many countries worldwide [6, 16, 24]
A survey was conducted to understand how teachers interact with parents and how teachers reflect upon these interactions
Most previous studies have investigated teacher-parent interactions in grades K-6 in Taiwan and research is needed to explore how teachers interact with parents, beyond the level of elementary education
Summary
Parent involvement has become a widespread movement across many countries worldwide [6, 16, 24]. These regulations require every school to actively communicate with parents and enable parents to make important decisions on the education of their children. Parents are empowered to protect the rights and interests of their children in schooling, including the rights of school choice, decision-making, objection, association, educational consumption, and educational experts [10]. Because parents have enacted their rights of school choice and educational involvement based on their knowledge of childhood education, teachers must first understand and meet the educational expectations of parents and use their professional knowledge to educate parents. Because most previous studies have been conducted in kindergarten and elementary school settings, there is still a need to understand how Taiwanese teachers interact with parents, beyond the level of elementary education
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