Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of effective parent-teacher communication in school settings. Purpose of Study:The main purpose of this study is to determine the communication barriers between parents and teachers, based on the views of primary school teachers. This study is seen as important since it addresses the barriers in communication, which is seen as vital for achieving educational aims effectively. Effective communication provides achievement and improvement by providing support to parents, students, teachers, and schools and promoting appropriate environments.Method: This research is a survey type descriptive study. Due to the stratified and random type sample formation, 850 teachers were considered to be taken into the research sample; however, 514 of the distributed questionnaires were found valid. The data collection tool used

This study investigates the canonical correlation between preservice teachers' lifelong learning beliefs and self-competency beliefs. Canonical correlation analysis is a sophisticated tool which has the capacity to explain the relationships between two sets of variables. For this aim, lifelong learning and self-competency beliefs of 1,242 preservice teachers in Turkey from four different departments, i.e., i) Turkish education, ii) social sciences education, iii) primary education and iv) science education were determined. The data were analyzed using the SPSS 22 program. The findings of the study demonstrated that there is a significant canonical correlation between self-competency beliefs and lifelong learning competency beliefs with an effect size of 44%. In conclusion, self-competency beliefs predict lifelong learning competency beliefs. All dimensions of selfcompetency beliefs are powerful predictors of lifelong learning competency beliefs.

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Abstract. The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to gender. Male students have higher competencies of classroom management scoresthan female students before application; but,male students have lower competencies of classroom management scores than female students after application. Attitudes of students about competencies in classroom management differ according to class significanly. Fourth class students have higher competencies of classroom management scoresthan third class students before application And, Fourth class students have higher competencies of classroom management scores than third class students after application. Attitudes of students about competencies in classroom management differ according to education type significanly. Daytime education students have lower competencies of classroom management scores than evening education students before application. And, daytime education students have lower competencies of classroom management scores than evening education students after application. Attitudes of students about competencies in classroom management differ according to field of study significanly. There are differences between classes of primary school tecaher education with Turkish teacher education, social sciences teacher education, science and technology teacher education.