Parent-Teacher Relationship: Bridging The Gap

A strong parent-teacher relationship is vital to making a child s school experience a positive one. The aim of this study was to explore issues in parent-teacher relationship in the Indian schooling system. To fulfil the aim of the study ten teachers from two schools (five from each school) were selected. Also ten parents of students attending the two schools were selected (five from each school). A semi-structured interview was conducted under the following head: Interaction patterns between teachers and parents, issues in trust and expectations that teachers and parents have from one another. Findings showed that parents and teachers interacted regularly with each other and that there was consensus among them about the issues that they considered important for their children s education. Issues of trust and expectations from one another also revealed high degrees of agreement. Some differences were found in the expectations that parents and teachers had from one another. Suggestions to improve the relationship were made.

Autorentext

I graduated from Christ University in 2011 with Honours degree in Psychology. It was during this time, that I researched on the parent-teacher relationship. Luckily, I could also experience the teacher's perspective during my brief stint of 8 months in a pre-school based out of Bangalore. Currently I am pursuing my PGDHRM from Symbiosis (SCDL).

Klappentext

A strong parent-teacher relationship is vital to making a child's school experience a positive one. The aim of this study was to explore issues in parent-teacher relationship in the Indian schooling system. To fulfil the aim of the study ten teachers from two schools (five from each school) were selected. Also ten parents of students attending the two schools were selected (five from each school). A semi-structured interview was conducted under the following head: Interaction patterns between teachers and parents, issues in trust and expectations that teachers and parents have from one another. Findings showed that parents and teachers interacted regularly with each other and that there was consensus among them about the issues that they considered important for their children's education. Issues of trust and expectations from one another also revealed high degrees of agreement. Some differences were found in the expectations that parents and teachers had from one another. Suggestions to improve the relationship were made.