Parents' Perspectives on How Their Behaviors Impede Parent–Teacher Collaboration

Abstract

I recruited a sample of 5 Korean parents to qualitatively explore their perceptions of how their behaviors might impede parent–teacher collaborations, and the reasons that parents behaved in those ways. Individual interviews and field observations were used for data collection. Results showed that being passive, unreasonably demanding, and going directly to a director to protest were considered to hinder parent–teacher collaborations. I also revealed that there is a perceptional gap and limited understanding between teachers and parents regarding the types of behavior needed for effective collaboration. Thus, both parties should develop an understanding based on their views and experiences, which necessitates more opportunities to communicate with frankness and authenticity. This should be the first step in developing parent–teacher collaboration so that both parties are able to reduce misunderstanding, develop mutual consideration, and establish a foundation of trust for their partnership.

What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents?

“…Participants stated the need for additional experiences that allow them to interact with parents in order to learn how to address complicated situations and improve their sensitivity to delicate topics. This is consistent with research that indicates preservice professionals felt unprepared to interact with families despite coverage in curriculum (Bang, 2018;Evans, 2013). Although finding the feedback helpful, students stressed the need for "real" communication with parents.…”

“…Communicating with parents is an essential role of early childhood professionals (Bang, 2018;Gartmeier et al, 2016). The study showed that preservice professionals found the relationship and the feedback from peer coaches beneficial for the improvement of their ability to communicate effectively with parents in an electronic format.…”

Assessing the Challenges and Interventions for Primary Education Learners

“…Teachers, being closely involved in the educational setting, might recognize, and respond to intervention needs more acutely, particularly in classroom contexts. This perspective is supported by research like that of Bang (2018), who emphasized how direct involvement in educational environments leads to differing perceptions of challenges between teachers and parents. Smith and Sheridan (2019) provided evidence that teachers and parents may have divergent perspectives on educational initiatives, leading to notable disparities in their judgments.…”

“…This significant difference in perceptions of classroom challenges could be due to a variety of factors, including different interactions and experiences with the classroom environment, or variations in expectations and understanding of classroom dynamics. Bang (2018) discussed how different experiences and roles of parents and teachers lead to varied perceptions of educational challenges due to the teachers' direct involvement in the educational setting, they might perceive classroom challenges more acutely than parents. This aligns with the finding of a significant difference in the classroom variable.…”

The implications of digital communication between parents and teachers from a teachers’ point of view

“…This cooperation enables a holistic approach to education, where both home and school environments complement each other (Marchant et al, 2001). Parents and teachers can share valuable insights about the student's strengths, weaknesses and individual needs and this cooperation allows for tailored support (Bang, 2018). Additionally, consistent communication ensures that students receive consistent guidance and reinforcement of learning goals, leading to greater academic success.…”