##plugins.themes.bootstrap3.article.main##

International education community considers the communication management of parents’ participation in education process as an important process, since it reinforces students’ learning performance, shapes their conduct and leads the school unit to an efficient form. This study focuses on views of primary education principals and teachers about the communication practices used in their communication with parents. Thirty-three principals and two hundred and twenty-two teachers consider it is important to invite parents to visit the school unit by setting a specific date and time. They consider it is equally important to keep them informed them by phone or email or by sending them informative notes. Moreover, primary education principals and teachers consider the first meeting between teachers and parents at school as very important. The basic goal of this meeting is to inform parents on time about the school’s mission and the learning course of the year. At this meeting, parents are informed that teachers and parents are considered co-responsible for the students’ learning progress. Principals and teachers list in a journal their meetings with parents, as well as children’s learning achievements or difficulties.

References

  1. Agger, B. (2011). iTime: labor and life in a smartphone era. Time & Society 20, 119–136.
     Google Scholar
  2. Allen, J. (2008). Creating welcoming schools. New York: Teachers College Press.
     Google Scholar
  3. Barrera, M., J., & Warner, L. (2006). Involving Families in School Events. Advance online publication, https://files.eric.ed.gov/fulltext/EJ724636.pdf.
     Google Scholar
  4. Bender, Y. (2005). The tactful teacher. Effective communication with parents, colleagues, and administrators. United States: Normad Press.
     Google Scholar
  5. Berger, E., H. (2008). Parents as partners in education. Upper Saddle River, NJ: Pearson.
     Google Scholar
  6. Brandt, N.E., Glimpse, C, Fette, F., Lever, N. A., le Cammack, N. L., & Cox, J. (2014). Advancing effective family-school-community partnerships in Handbook of School Mental Health: Research, Training, Practice, and Policy, 209, eds M.D. Weist et al.
     Google Scholar
  7. Brown, S. (2010). Likert Scale Examples for Surveys. [Online]. Available: https://www.extension.iastate.edu/documents/anr/likertscaleexamplesforsurveys.pdf.
     Google Scholar
  8. Bryman, A. (2012). Social research methods. 4th ed. Oxford: Oxford University Press.
     Google Scholar
  9. Carr, N., Heath, D., & Maghrabi, R. (2015). Implications of information and communication technologies (ICT) for school-home communication. Journal of Information Technology Education, 14, 363–396. doi: 10.2894/2285
     Google Scholar
  10. Chatzinikola, M. (2021). Active Listening as A Basic Skill of Efficient Communication Between Teachers and Parents: An Empirical Study. European Journal of Education and Pedagogy, 2 (6), 8-12.
     Google Scholar
  11. Davern, L. (2004). School-to-home notebooks: What parents have to say. Council for Exceptional Children, 36(5), 22-27.
     Google Scholar
  12. Dumoulin, C., Thériault, P., Duval, J., & Tremblay, I. (2013). “Rapprocher l’école primaire et les familles par de nouvelles pratiques de communication.” [New Communication Practices to Bring Primary School and Families Together.] La recherche en éducation 9 (1): 4–18. French.
     Google Scholar
  13. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Rodriguez Jansorn, N., & Van Voorhis, F. L. (2009). School, Family, and Community Partnerships: Your Handbook For Action, 3rd Edn. Thousand Oaks, CA: Corwin press.
     Google Scholar
  14. Graham-Clay, S. (2005). Communicating with Parents: Strategies for Teachers. School Community Journal, 15(1), 117-129.
     Google Scholar
  15. Ho, L., Hung, C., & Chen, H. (2013). Using theoretical models to examine the acceptance behavior of mobile phone messaging to enhance parent–teacher interactions. Computers & Education, 61(1), 105–114. https://doi.org/10.1016/j.compedu.2012.09.009.
     Google Scholar
  16. Hoover-Dempsey, et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. https://doi/10.1086/499194.
     Google Scholar
  17. Jeynes, W. (2010). Parental involvement and academic achievement. New York: Routledge.
     Google Scholar
  18. Juniu, S. (2009). Computer mediated parent-teacher communication, Actualidades Investigativas en Educación, 9 (3), 1-19.
     Google Scholar
  19. Kraft, M. A. & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49–63.
     Google Scholar
  20. Kuusimäki, A.-M., Uusitalo-Malmivaara, L., & Tirri, K. (2019). Parents’ and teachers’ views on digital communication in Finland. Educ. Res. Int. 7:8236786. https://doi.org/10.1155/2019/8236786.
     Google Scholar
  21. Linardakis, M. (2014). P-value. Correlation factors. [Online]. Available: https://opencourses.uoc.gr/courses/mod/page/view.php?id=6671
     Google Scholar
  22. Mylonakou-Keke, I. (2009). Cooperation among school, family and community: theoretical approaches and practical implementation. Athens: Papazisi Editions.
     Google Scholar
  23. Oostam, R., & Hooge, E. (2012) Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2) 337-351.
     Google Scholar
  24. Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: the case of Estonia. Int. J. Educ. Dev. Inform. Commun. Technol. 11, 65–81.
     Google Scholar
  25. Shajith, I., B., & Erchul, P., W. (2014). Bringing Parents to School: The Effect of Invitations from School, Teacher, and Child on Parental Involvement in Middle Schools, International Journal of School & Educational Psychology 2(1), 11-23.
     Google Scholar
  26. Stamatis, J. P. (2013). Communication education, Athens: Diadrasi Publications.
     Google Scholar
  27. Stamatis, P., & Chatzinikola, M. (2021). Advantages and Reasons Hindering the Communication between Teachers and Parents: An Empirical Study. European Journal of Education and Pedagogy. 2 (2), 43-48.
     Google Scholar
  28. Thompson, B. (2008). Characteristics of parent-teacher e-mail communication. Communication Education, 57, 201–223. https://doi.org/10.1080/0363452070.
     Google Scholar
  29. Thompson, B., & Mazer, J. P. (2012). Development of the parental academic support scale: Frequency, importance, and modes of communication. Communication Education, 61, 131–160. https://doi.org/10.1080/03634523.2012.657207.
     Google Scholar
  30. Thompson, C. B., Mazer, P., J., & Grady, F., E. (2015). The Changing Nature of Parent–Teacher Communication: Mode Selection in the Smartphone Era, Communication Education, 64(2), 187–207.
     Google Scholar