Improving the Partnership Between Parents and Teachers Through Communication of Expectations

Abstract

Parents and education professionals are allied in their concern for providing the best possible educational experience for all children. However, while they may be partners, there may be a lack of consensus on the best educational practices and the role of the school in areas of socialization, discipline, and the discussion of controversial topics. To better facilitate the partnership between schools and parents, some schools have begun using parental surveys of teachers which allow for parents to provide input on their children’s education. This thesis uses a survey conducted at parent-teacher association meetings in two schools to explore parental expectations and attitudes toward educators and education. In total, 45 adults with children enrolled in school were surveyed. The author found that parents who saw the teachers as more encouraging of parental visits also deemed them to be better qualified. Results from both schools were largely analogous, though the parents of one school were particularly focused on teachers’ qualifications and abilities. The surveys also showed that parents are more likely to understand the educational system and to work cooperatively with teachers when they consider themselves an integral and important part of their child’s educational experience.