Parent-teacher Communication Research Articles

The texture of parental experiences with online learning: the interplay of norms, relationships, and emotions

This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era.

‘A qualitative exploration of parent-teacher meetings in Indian schools: assessing stakeholder engagement and systemic efficacy’

ABSTRACT This study examined the effectiveness of Parent-Teacher Meetings (PTMs) and their impact on interpersonal relationships and mental health in Indian schools. Thirty participants, including 10 teachers, 10 parents, and 10 students, were purposively selected from both rural and urban areas in Assam and Delhi, ensuring equal gender representation. Data were collected through semi-structured interviews, allowing for an in-depth exploration of participants’ experiences and perceptions. Thematic analysis highlighted several challenges, such as a lack of teacher support, socioeconomic barriers, and feelings of being dismissed during PTMs. Despite these challenges, effective PTMs were found to significantly improve parent-teacher communication, enhancing support for students’ academic and emotional needs. The study emphasises the need to enhance PTMs by improving teacher receptivity, encouraging greater parental involvement, and overcoming socioeconomic challenges. However, the limited scale of the study, conducted solely in India, restricts the generalizability of findings to other contexts, highlighting the need for broader research.

Findings from Two Pilot Studies: The Perspectives of Teachers and Chinese Immigrant Parents on Education During the COVID-19 Pandemic

This manuscript combines two pilot studies to understand teachers’ and immigrant parents’ perspectives on K-12 students’ schooling experiences during the COVID-19 pandemic. Interviews were collected as the data sources in both studies. The socio-ecological theory is utilized to analyze the data. Participants included two teachers and two Chinese immigrant parents. The findings show that (1) both parents and teachers described concerns and challenges linked to social isolation at the microsystem level, (2) the participants felt connected or disconnected when reflecting on teacher-parent communication at the mesosystem level, and (3) the participants shared their expectations on the resources that could be offered by school districts and teacher education preparation programs at the exosystem level. The findings informed recommendations for supporting teachers, immigrant students, and parents in the post-pandemic world.

Bridging the gap between preservice teachers’ theoretical and practical knowledge through simulations of teacher-parent interactions

ABSTRACT Teacher-parent communication is one of the domains in teacher education where the gap between theory and practice is evident. Although teacher-education programmes are responsible for developing preservice teachers’ (PSTs’) effective parent-teacher communication skills, such interactions are rarely practiced during the training. Simulation-Based Learning (SBL) is one of the ways to connect theory to practice. The current study analysed a PST’s language behaviour during an SBL lesson involving a parent-teacher interaction, to consider whether and in what way the SBL experience helped bridge the gap between PSTs’ theoretical and practical knowledge. A qualitative methodology was selected using a case-study approach. The PST whose language behaviour was examined was a 33-year-old woman retraining to become a kindergarten teacher. The data were collected via a workshop transcript, an interview, and a written reflection and were analysed using linguistic and content analyses. The findings demonstrate the role of SBL in advancing the crucial aspect of effective teacher-education programmes, namely, addressing the connection between theory and practice. The study’s theoretical contribution lies in underscoring the way in which simulation contributes to bridging the gap between PSTs’ theoretical and practical knowledge.

Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes

In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.

The reliability and validity of the Coder Impressions Questionnaire-Kindergarten for parenting and child behaviors.

Reliable and valid assessment of parenting and child behaviors is critical for clinicians and researchers alike, and observational measures of parenting behaviors are often considered the gold standard for assessing parenting and parent-child interaction quality. The present study sought to evaluate the reliability and validity of the Coder Impressions Questionnaire-Kindergarten (COIMP-K) measure. The present study was a secondary analysis of 274 parents and their children participating in a randomized control trial testing a brief parenting intervention for parents of children entering kindergarten. Families participated in baseline and follow-up assessments and videotaped observational tasks. Graduate and undergraduate coders completed the COIMP-K after achieving reliability. The aims of the present study were to assess COIMP-K's (a) internal consistency using intercorrelations among COIMP-K subscales, (b) construct validity, (c) convergent validity by comparing the COIMP-K subscales to parents' self-report of similar behaviors, (d) discriminant validity by comparing subscales to a parent-teacher communication measure as it is unrelated to parenting or child behaviors, and (e) congruence across time. The authors hypothesized that the COIMP-K would demonstrate adequate internal consistency (Cortina, 1993), adequate construct, convergent, and discriminant validity and find congruence of the measure across time. The results demonstrated that the factors had adequate internal consistency, construct, convergent, and discriminant validity, as well as longitudinal replicability and congruence over time. The study demonstrates that the COIMP-K is a reliable and valid tool for assessing observed family behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring Parent-Teacher Communication: Understanding Mutual Perspectives and Support During the Transition to First Grade

Exploring Parent-Teacher Communication: Understanding Mutual Perspectives and Support During the Transition to First Grade

Strategic Leadership and Effective Management in Implementing an AI-Enhanced Online Parent-Teacher Communication System for a Primary School in the UAE

Strategic Leadership and Effective Management in Implementing an AI-Enhanced Online Parent-Teacher Communication System for a Primary School in the UAE

Evaluating the Long-Term Effects of Parental Involvement in Child’s Education

This study investigates the long-term effects of parental involvement in a child’s education, utilizing a mixed-methods approach that combines quantitative and qualitative data collection and analysis. The study employs co-relational analysis to explore the potential association between the degree of parental involvement throughout childhood and subsequent educational attainment, career choices, and self-reported life satisfaction in adulthood. The research utilizes a sample of 200 individuals aged 25-60, with varying levels of parental involvement reported through retrospective self-reports and parent-teacher communication records from their school files, obtained with informed consent.

Innovative methods in collaborative research: mediagrams in the study of digital multilingual workplace communication and home-school interaction

ABSTRACT Recent developments in sociolinguistics and applied linguistics bring with them a need for methodological innovation in the study of multilingual communication in the online/offline nexus. As a response to this, our paper reports from a research project on migrants’ digital interaction to consider how mediagrams can be used for collaborative research in multilingual workplaces and schools. A mediagram is a visual tool used for collaborative data collection and analysis to capture one individual’s digital interaction, and to visualise, in a comprehensible manner, linguistic, digital, and modal resources used by this individual with specific interlocutors. The aim of this paper is to examine how mediagrams can be used to increase the participatory dimension of the sociolinguistic research processes, focusing on biographical dimensions and digital practices. For this purpose, we describe two distinct applications of mediagrams. First, a study of labour migrants’ digitally mediated workplace communication, and second, a study of parent-teacher communication. We discuss these two applications, considering participatory approaches in sociolinguistics and applied linguistics, focusing on participants’ conceptions and participation and mediagrams’ methodological potential in post-digital contexts.

Communication Training Within Partners in School: Feasibility, Acceptability, and Usability

ABSTRACT Partners in School is a consultation model adapted from Conjoint Behavioral Consultation where parents and teachers identify a mutual concern for children with Autism and then implement the same evidence-based practices (EBPs) across home and school. Adding parent-teacher communication training (School Talk) may bolster the effects of this consultation approach. The purpose of this study was to explore parents’ and teachers’ experiences with School Talk, as well as examine the clinical outcomes of Partners in School plus School Talk. Participants were 21 parents and 21 teachers (n = 21 dyads, N = 42 participants) of preschool to first-grade children with Autism. Results indicated that parents and teachers both rated School Talk as feasible and acceptable, but parents rated it as more usable. There was preliminary evidence that Partners in School with School Talk may be associated with improvements in parent-teacher communication, as well as reductions in the frequency of child concerns.

Діалог з батьками учнів (за оцінками майбутніх учителів)

The article stresses on the importance of dialogue with the parents of students in teacher’s work. A qualitative study was conducted in order to show the characteristics of dialogical interaction between the teacher and parent from the perspective of students training to become professional teachers. The study, which involved students of pedagogy at Ignatianum University in Krakow (Poland), was carried out in the academic year 2022/2023. The research was exploratory and examined how future teachers perceive dialogue with students’ parents. The concept of three-layer data analysis by Maria Szymańska was helpful in capturing the different shades of the studied reality. Based on a qualitative analysis of student surveys, the study identified the facets of teacher-parent dialogue with students' parents, the skills that teacher trainees believe are useful in building teacher-parent dialogue, and the advantages of dialogue in the teacher-parent relationship that prompt teacher trainees to develop their skills. It was shown that good teacher-parent communication helps in working with the pupil. Hence, it is crucial for a teacher to be able to initiate communication and then sustain it. He or she should know how to create community processes and build the school’s organizational culture in such a way that it is conducive to establishing constructive and close relationships with pupils’ parents. The survey respondents mentioned the following as skills conducive to building teacher-parent dialogue: creating an atmosphere of trust, empathy, encouraging cooperation, and the ability to reduce feelings of discomfort, anxiety and powerlessness in parents. From the analysis of the data obtained in the course of the study, it is advocated that communication skills need to be improved in teachers, as well as in pedagogy students. This recommendation is also consistent with the findings from the theoretical analysis of the scientific literature. Improving skills to establish constructive cooperation with parents is a response to the existing barriers in the teacher-parent relationship, especially in view of the fact that modern realities pose a challenge to the partnership between family and school, rendering the relationship between teachers and parents increasingly complicated.

Teacher and Parent Communication Patterns in Increasing Student Learning Motivation in Elementary Schools

Purpose: This research aims to describe the process, obstacles and solutions to teacher-parent communication patterns in increasing student learning motivation during the pandemic in grade 3 elementary school. Methods: This type of research is field research using Grounded Theory. Participants in this research were 20 parents and students as well as two teachers at an elementary school in Jepara. Data collection was carried out by interviews, observation and documentation with primary data sources including homeroom teachers, parents and students. The validity of the data uses a credibility test with triangulation techniques. Researchers carry out data analysis using several stages, namely problem formulation, use of theoretical studies (if necessary), data collection and sampling, data analysis, and drawing conclusions. Results: The results of the research show that: 1) Teacher and parent communication patterns in increasing student learning motivation during the pandemic in grade 3 elementary school are divided into three forms, namely: One-stage communication pattern, the communication pattern carried out by parents does not provide feedback to Teacher. Two-stage communication pattern: communication between teachers and parents has feedback. In the three-stage communication pattern, the communication carried out has feedback, and the communicant here can convey the information he obtains to other people. 2) Barriers to communication patterns, namely parents as communicants do not immediately provide feedback, and sometimes the feedback does not match the message conveyed by the teacher. 3) The solution is that parents must take the initiative in giving messages. Motivate children to be patient, open and empathetic, provide religious education as early as possible, and provide encouragement. Conclusion: This research reveals communication patterns between teachers and parents to increase student learning motivation during the pandemic. Communication patterns are divided into three stages, with challenges such as delayed feedback from parents. Thus, it is necessary to involve parents proactively, to take communication initiatives, form patience and empathy in children, provide religious education as early as possible, and provide ongoing support, thereby creating an environment that supports student motivation and learning.

Parental Involvement in Children’s Education in the United States: Evidence from Annual Survey of Refugees

This study examined sociodemographic factors that influence parental involvement in children’s education among recently resettled refugees in the U.S. Data came from the 2018 Annual Survey of Refugees (ASR). A sample of 1007 refugees aged 16 years or older was analyzed using chi-square tests to obtain the prevalence estimates and multiple logistic regression to predict an association between independent and dependent variables. The results indicate that females, married parents, those aged 25–29, and with good English proficiency were associated with higher odds of being involved in children’s education. However, unmarried refugees aged 55 or older were associated with lower odds of being involved in children’s education. Therefore, addressing existing gender disparities, language and cultural barriers, providing cultural orientation programs, encouraging parent-teacher communication, offering empowerment workshops, and increasing social support systems can help facilitate parental involvement in their children’s education. Further implications for practice and policy are discussed.

The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study

High-quality teacher-child relationships and parent-teacher communications have substantial benefits to children's well-being and school functioning. However, more research is needed to understand how parenting self-efficacy influences these relationships. This cross-sequential study investigated the direct associations of parenting self-efficacy with the teacher-child relationship and parent-teacher communication, as well as potential mediation pathways. The present study included a sample of 8152 children who participated in the Longitudinal Study of Australian Children (LSAC), a large study with a nationally representative sample of children from two cohorts who were 4 years apart. We used data collected in three waves when participating children were ages 6 years, 8 years, and 10 years. Structural equation modeling was used to test a panel model with parent-reported parenting self-efficacy and parent-teacher communication quality, as well as teacher-reported teacher-child relationship, child behavior difficulties, and child prosocial behaviors at school. Cross-lagged regressions demonstrated that baseline parenting self-efficacy directly and positively linked with the quality of teacher-child relationship and parent-teacher communication 2 years later. Child behavior at school was identified as a mediation pathway between parenting self-efficacy and teacher-child relationship. The same patterns were identified in two waves (Waves 6–8 and Waves 8–10). Limited child gender, parent gender, or cohort differences were observed. The current findings provide initial support that parenting self-efficacy may have spillover effects on school-related factors. The findings have implications both for parenting and school researchers and for child mental health practitioners because one important way to promote parenting self-efficacy is through evidence-based parenting programs.

Exploring the influence of family socio-cultural factors on students’ learning engagement at school through a mediation model

ABSTRACT This study explored the effects of family factors on students’ learning engagement at home and at school. A total of 2,476 valid questionnaire (94.61%) responses were collected from students (M age = 21, SD = 2.83) and their parents (M age = 41.57, SD = 4.54). The analyses were done by SPSS, PROCESS macro, and JASP software. Results indicated that learning engagement at home partially mediated the effects of family factors on learning engagement at school. Mother’s education level had stronger positive and significant effect than the father’s education level. To enhance students’ learning engagement at school, various family factors (parent-teacher communication) must be addressed.

Exploring the Challenges of Printed Modular Instruction for Learners with Special Needs

This study explored the challenges parents and teachers face as a foundation for developing an action plan to enhance printed modular distance learning implementation. This study used a descriptivecomparative research design to compare the challenges teachers and parents encountered during the printed modality implementation. The study sample comprised six teachers and 54 parents, selected through universal sampling. Respondents completed a questionnaire adapted from Abante et al. (2021). Data were analyzed using frequency counts, percentages, weighted means, and independent samples t-tests. The findings revealed that parents experienced significant challenges hiring tutors, while teachers faced substantial difficulties in parent-teacher communication and validating learners’ progress. The statistical analysis indicated no significant difference in the challenges reported by parents and teachers. The study concludes that printed modular distance learning facilitates continuing education at home but falls short of adequately supporting learners with special needs. Consequently, a targeted action plan should be implemented to address these challenges and improve educational outcomes.

The Impact of Parental Involvement, Parent-Teacher Communication, and Study Environment on the Academic Success of Bachelor Students: A Case Study of Bachelor Level Students.

The Impact of Parental Involvement, Parent-Teacher Communication, and Study Environment on the Academic Success of Bachelor Students: A Case Study of Bachelor Level Students.

Development of Management Information System Based on Android Application at Al-Anwari High School

This study aims to portray the development of information systems at SMA al-Anwari Bangkalan based on android applications. The research method uses a descriptive qualitative approach. The results show that the Development of Management Information System (SIM) Based on Android Application at Al-Anwari High School reflects the progressive transformation in the world of education towards the digital era. This article investigates the needs, benefits, and main functions of this application, as well as discussing system integration, security and privacy aspects, and the importance of training and mentoring. The implementation of this app at Al-Anwari High School brings significant benefits to teachers, students, parents and administrative staff by providing easy, quick and integrated access to academic and school management information. The main functions of the application involve schedule management, attendance recording, academic information, parent-teacher communication, and extracurricular management.

Parent-Teacher Communication from the Perspective of the Educator

Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.