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Hidden Issues in Teacher-Parent Interaction: A Qualitative Study of Teachers' Handling Differences with Parents

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The current research was designed to broaden our understanding of teacher-parent interaction, focusing on how teachers view interactions regarding difference with parents, and how this view affects teachers and their future handling their communication with parents. Semi-structured in-depth non-directive interviews were conducted with 25 elementary-school teachers in Israeli public schools. Findings reveal that teachers described situations in which they experienced disrespect on the part of the parents, and even fear, and these led most of them to minimize communication with these parents. Study limitations are listed, and future research possibilities are suggested.
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Keywords: administrative support; safe working environment; school climate; teacher-parent communication

Document Type: Research Article

Publication date: June 1, 2019

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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