Effective teacher-parent communication strategies for enhancing children's learning in early-grade classes: a cross-contextual study

Datius Titus Mutangira; Pambas Tandika; Geraldina Edward

doi:10.55056/ed.900

Authors

Datius Titus Mutangira The University of Dodoma https://orcid.org/0000-0002-3597-8637
Pambas Tandika The University of Dodoma https://orcid.org/0000-0001-8267-7493
Geraldina Edward University of Dar es Salaam https://orcid.org/0000-0003-3416-6423

DOI:

https://doi.org/10.55056/ed.900

Keywords:

teacher-parent communication, early-grade classes, children's learning

Abstract

Teacher-parent communication is vital for improving children's learning at school and in their home environment. However, its practice is faced with varied challenges. Therefore, the study explored barriers to teacher-parent communication and proposed strategies to strengthen it, aiming to support children's learning in the early grades in Tanzania. This study employed a qualitative research approach, underpinned by a phenomenological design. Data were gathered through focus group discussions with 60 parents and in-depth interviews with 30 teachers and 10 head teachers who were purposefully selected. Thematic analysis was employed in the data analysis process. The results indicated multiple barriers to effective teacher-parent communication. These included teacher-related factors, such as the use of technical language and negative attitudes toward parents; parent-related challenges, including limited communication skills, prior negative school experiences, socioeconomic constraints, and inflexible schedules. Others included school administration issues, involving inadequate planning for school-community communication and pupil-related factors, such as a lack of trust in teachers and unrealistic expectations regarding parent communication. Therefore, effective communication requires collaborative efforts among teachers, administrators, and parents. Key strategies include fostering trust, using accessible language, respecting diverse perspectives and involving parents in classroom and school activities. Others involve providing engagement opportunities through workshops, seminars, and shared decision-making. The study concludes that teacher-parent communication depends on joint efforts from all key stakeholders (teachers, parents, pupils and school administration) involved in children's learning. It, therefore, recommends that each part play an active role in enhancing communication.

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