The partnership between teachers and parents is achieved on the basis of cooperation
and communication, and is fundamental to school education. In the case of Korea,
parental participation in their children’s education remains only at the elementary level,
which suggests the need to reinforce the partnership between parents and teachers.
This research aims to explore the course of a ‘Training Program for Teachers’ that
supports the ‘parent-teacher partnership’, by examining the demands of parents and
teachers regarding parental participation, and by specifying the problems related to the
‘parent-teacher partnership’, through interviews and surveys. The summaries of the
main results are as follows.
First, according to the interviews, teachers thought that parents expect too much
from school(teachers) regarding their children, and parents perceived that
school(teachers) refused to communicate at all regarding their requirements, showing a
big gap between their perception. Also, there were differences between their perceptions
of various methods of communication, and difficulties communicating were spotted in
both parents and teachers, showing the need for support.
Second, the survey result, aimed to set the course of training programs for teachers,
in order to enhance parent-teacher cooperation, shows the following: 90% of teachers
recognize the need to communicate with parents, but also felt a significant burden.
Nearly half of the teachers surveyed never had the experience of ‘training programs for
parental rights and needs, communication, and parent-related work’, and preferred to
have training programs about methods of communication with parents.
At the end of this research, based on the results of empirical, quantitative, qualitative
research we suggest that the course of a ‘training program for teachers to enhance the
parent-teacher partnership’ do the following: 1) provide a customized course tailored to
the teachers’ characteristics, 2) run a participatory program to set up a shared
information system to assist parent-teacher communication, 3) to support a policy to lift
the burden from teachers.