Communication barriers between teachers and parents in primary schools

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The Communication Barriers between Teachers and Parents in Primary
Schools
Article · December 2016
DOI: 10.14689/ejer.2016.66.2
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Fatma Ozmen
Cyprus Science University
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Dicle University
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Manisa Celal Bayar University, Faculty of Education, Manisa, Turkey
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Eurasian Journal of Educational Research
Print ISSN: 1302­597X & e­ISSN: 2528­8911

Eurasian Journal of Educational Research, Issue 66, 2016, 27-46


The Communication Barriers between Teachers and Parents
in Primary Schools
‡


Fatma OZMEN


Cemal AKUZUM


Muhammed ZINCIRLI


Gulenaz SELCUK



Suggested Citation:
Ozmen, F., Akuzum, C., Zincirli, M., & Selcuk, G. (2016). The communication barriers
between teachers and parents in primary schools. Eurasian Journal of Educational
Research, 66, 26-46
http://dx.doi.org/10.14689/ejer.2016.66.2

Abstract
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 paper was presented at the Ist Eurasian Educational Research Congress.
 Prof. Dr., Trakya University, fatmaozmen@trakya.edu.tr
 Corrsponding author: Asst. Prof. Dicle University, cemal.akuzum@dicle.edu.tr
 Doctoral Student. Fırat University Institute of Education Sciences,
bmuhammedzincirli@gmail.com
 Teaching Assist., Celal Bayar Univesity, gselcuk@hotmail.com

28 Fatma Ozmen, Cemal Akuzum, Muhammed Zincirli & Gulenaz Selcuk
was a four-dimensioned scale developed by the researchers themselves. In
the analysis of the data, parametric and non-parametric tests were used.
Findings: The findings revealed that teachers experienced “individual”
barriers at a “general” level, but other “socio-cultural,” “accessibility,” and
“field and status” related barriers at were experienced at the “very rare”
level without any significant differences considering the gender and
branches of the teachers. However, novice teachers (5 years and less work
experience) stated significantly the most individual barriers and the most
barriers related to the other dimensions as well.
Results and Suggestions: The results obtained in this study show the same
major communication preventive issues between teachers and parents
documented in the literature. Thus, results such as physical distance,
socio-cultural differences (language, dress, values), meeting with parents
only when money is required, parents’ lack of trust in teachers and their
unwillingness for cooperation, parents’ financial problems and lack of
interest about informing parents of school-related issues, inappropriate
schedule of school activities, teachers’ misbehaviors, parents’ education
level, parents’ mistrust in teachers and managers, and the like also confirm
the situation represented in previous research. It was recommended that
school managers and teachers adopt an open-door policy for parents; and
the schools should take the initiative of realizing collaborative efforts
among the school staff, parents, and other relevant institutions in order to
eliminate communication barriers. The training of the school
administrators, teachers, and families about gaining effective
communication skills that will contribute to student achievement should
be emphasized.
Keywords: Schools, teachers, parents, effective communication,
communication barriers

Introduction
In fulfilling an efficient education in education organizations, communication not
only among the school managers, teachers, and students, but also with students’
parents bears a great importance. Especially communication between teachers and
parents regarding students’ performance in the class bears vital importance in better
understanding students’ problems, increasing parents’ support in education,
performing effective counselling and guidance, and ultimately increasing students’
motivation and success.
The existing parent-teacher communication studies generally approach the issue
from two aspects. The first covers teacher-parent relations and contributions of
parents to school communities and organizational activities, whereas the second one
covers studies about parents’ support of students’ academic development (Rogers et
al., 2009). Consequently, teacher-parent relations bear an increasing importance for

Eurasian Journal of Educational Research 29


improving schools as learning communities and for students’ growth through
meeting their needs and expectations (Olcer & Kocer, 2015; Schussler, 2003). The US
National School Public Relations Association (NSPRA) reports numerous study
results that have indicated the important roles of school-parent-environment
cooperation in promoting school success and student growth (NSPRA, 2006).
However, healthy communication between teachers and parents is not always
possible, and numerous barriers on various levels can negatively affect the
communication process. These barriers can arise in connection with school resources,
teachers’ professional development levels, family, and environmental features. It is
not always possible to mention regular and efficient communication between school
management and structures, such as parent-teacher association and school protection
association, that are formed with the purpose of improving school-parent
cooperation (Aslan, 1984; Aytac, 2000; Gungor & Tasdan, 2016; Ozel, Bayindir &
Ozel, 2014). School managements remain incapable of understanding the importance
of communication between teachers-parents and school-parents and developing
efficient strategies in improving this communication (NSPRA, 2006). On the other
hand, most teachers cannot improve themselves without the knowledge and skills
that are needed in establishing an efficient communication with parents (Lawrence-
Lightfoot, 2004).
The main purpose of this study is to determine the communication barriers
between the parents and teachers based on the views of primary school teachers.
This study is seen as important since