Document Type : Original Article
Authors
1
phd student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
2
Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
3
Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
4
Department of methods and curriclum planing, Faculty of Psychology and education, University of Tehran, Tehran, Iran
Abstract
Teacher-parent communication is one of the types of communication aimed at implementing the curriculum in the education system, and factors are effective on this communication. This study was conducted with the aim of identifying the factors affecting the parent-teacher relationship with the aim of implementing the primary school curriculum from the perspective of teachers and parents and identified these factors with a descriptive phenomenological qualitative research method. Participants in the research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Sampling continued until data saturation. Claysey analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents regarding the factors affecting parent-teacher communication in 7 main themes of time and place conditions, age and gender, scientific, economic and social status, lack of demanding and constructive critical spirit, communication beliefs and motivations, place Education and type of school, competencies and communication skills were classified. In general, the findings show that several factors related to teachers and parents affect the relationship between them, some of which are related to the personal characteristics of people as well as their economic, social and scientific conditions.
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