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Journals / Research on Education and Psychology / 2026 / Volume: 10

Understanding the Dynamics of Teacher-Parent Communication Through the Experiences of Elementary School Teachers: A Qualitative Inquiry

Gizem Ak(Selcuk University, Institute of Educational Sciences)0090-0003-5499-9059
Zeynep Şimşir Gökalp(SELÇUK ÜNİVERSİTESİ)0000-0003-2353-8922
Pages
—
Publication Date
2026-09-11
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that teachers conceptualize parent communication as a delicate and fragile interaction requiring balance and cooperation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to reveal elementary school teachers’ experiences in the teacher-parent communication process, examine how these experiences are reflected in classroom processes, and identify teachers’ perceptions through metaphors.
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Key Findings & Data:It was determined that positive parent attitudes enhance teacher motivation, thereby strengthening classroom participation and the effort dedicated to teaching processes; conversely, negative attitudes increase stress, pressure, and tendencies toward professional burnout among teachers, thereby weakening classroom focus.
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Conclusion & Impact:The findings indicate that teachers conceptualize parent communication as a delicate and fragile interaction requiring balance and cooperation.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Communication · • Parent involvement · • Primary school

Abstract

This study aims to reveal elementary school teachers’ experiences in the teacher-parent communication process, examine how these experiences are reflected in classroom processes, and identify teachers’ perceptions through metaphors. Conducted using a phenomenological approach, the study’s sample group consists of fifteen elementary school teachers. Data were collected through semi-structured interviews and analyzed using a combination of content analysis and metaphor analysis. Within the scope of metaphor analysis, the metaphors produced by teachers regarding teacher-parent communication were identified, categorized based on their similar characteristics, and interpreted thematically. The findings indicate that teachers conceptualize parent communication as a delicate and fragile interaction requiring balance and cooperation. Twelve metaphors emerged, forming six categories. The metaphors were primarily grouped under the themes of “establishing balance,” “fragility,” and “reciprocity.” While healthy communication is shaped by trust, empathy, and active participation, teachers perceive this process as a challenging experience requiring meticulous management. It was determined that positive parent attitudes enhance teacher motivation, thereby strengthening classroom participation and the effort dedicated to teaching processes; conversely, negative attitudes increase stress, pressure, and tendencies toward professional burnout among teachers, thereby weakening classroom focus. These results indicate that teacher-parent communication is not merely a relational process.

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Cite This Article

Ak, G., Gökalp, Z. Ş. (2026). Understanding the Dynamics of Teacher-Parent Communication Through the Experiences of Elementary School Teachers: A Qualitative Inquiry. Research on Education and Psychology, Volume: 10. https://doi.org/10.54535/rep.1911657

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