شناسایی و تحلیل سبک‌های ارتباطی معلم-والدین در مدارس ابتدایی: مطالعه کیفی

نوع مقاله : علمی-پژوهشی

نویسندگان
1 دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران
2 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران
10.30497/rc.2026.249816.2163
چکیده
ارتباط میان معلم و والدین یکی از عناصر اساسی در فرآیند آموزش و تربیت دانش‌آموزان ابتدایی است و می‌تواند کیفیت یادگیری، رشد اجتماعی و سرمایه اجتماعی کودکان را تحت تأثیر قرار دهد. پژوهش حاضر با رویکرد پدیدارشناسی و هدف شناسایی و تحلیل سبک‌های ارتباطی معلمان و والدین انجام شد تا تجربه‌ها و معانی واقعی این تعاملات آشکار شود. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ۱۸ معلم و ۱۵ والد جمع‌آوری و با استفاده از روش هفت مرحله‌ای کلایزی شامل استخراج اظهارات مهم، فرمول‌بندی معانی، خوشه‌بندی تم‌ها و اعتباربخشی نهایی تحلیل شد. یافته‌ها نشان داد که سبک‌های ارتباطی را می‌توان در یک طیف پنج‌سطحی شامل ارتباط حداقلی و منفعل، پاسخ‌محور و واکنشی، تعاملی فعال و آگاهانه، همکارانه و مشارکتی و توانمندساز و پایدار طبقه‌بندی کرد. در سطح نخست، ارتباط عمدتاً یک‌سویه و رسمی است و والدین تجربه محدودی از تعامل دارند، در سطوح میانی گفت‌وگو و مشارکت فعال‌تر می‌شود و والدین نقش فعال‌تری در تبادل نظر، پیگیری امور آموزشی و مشارکت مالی آگاهانه پیدا می‌کنند، و در سطح توانمندساز و پایدار گفت‌وگوی مستمر، تصمیم‌گیری مشترک و هم‌سرنوشتی تربیتی برجسته است و امکان ارتقای اعتماد و مسئولیت‌پذیری دوطرفه فراهم می‌شود. این پژوهش نشان می‌دهد که سبک‌های ارتباطی مختلف نه تنها تجربه والدین از تعامل با مدرسه، بلکه کیفیت فرآیند یاددهی–یادگیری و انسجام فرهنگی–تربیتی را شکل می‌دهند و یافته‌ها می‌تواند راهنمای عملی برای معلمان و مدیران آموزشی باشد تا با شناخت و تقویت سبک‌های مؤثر، تعامل مدرسه–خانواده را بهبود دهند و زمینه‌ساز مشارکت پایدار و توسعه آموزشی دانش‌آموزان شوند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Identifying and Analyzing Teacher-Parent Communication Styles in Elementary Schools: A Qualitative Study

نویسندگان English

mohammad` alipour 1
Mohsen Ayati 2
1 Ph.D. in Curriculum Planning, Faculty of Education and Psychology, University of Birjand , Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand , Iran
چکیده English

The communication between teachers and parents is one of the fundamental elements in the educational and developmental process of elementary school students and can influence the quality of learning, social growth, and social capital of children. The present study, adopting a phenomenological approach, aimed to identify and analyze the communication styles between teachers and parents to uncover the participants' lived experiences and meanings of these interactions. Data were collected through semi-structured interviews with 18 teachers and 15 parents and analyzed using Colaizzi's seven-step method, including the extraction of significant statements, formulation of meanings, clustering of themes, and final validation. The findings indicated that communication styles can be classified along a five-level spectrum: minimal and passive communication, responsive and reactive communication, active and informed interactive communication, collaborative and participatory communication, and empowering and sustainable communication. At the lowest level, communication is primarily one-way and formal, and parents have limited interaction experiences. In the middle levels, dialogue and active participation increase, with parents playing a more active role in exchanging ideas, monitoring educational matters, and making informed financial contributions. At the highest level—empowering and sustainable communication—continuous dialogue, joint decision-making, and shared educational responsibility are emphasized, fostering trust and mutual accountability. This study demonstrates that different communication styles not only shape parents' experiences with the school but also affect the quality of the teaching–learning process and cultural–educational cohesion. The findings provide practical guidance for teachers and school administrators to recognize and strengthen effective communication styles, improve school–family interactions, and promote sustainable participation and student development.

کلیدواژه‌ها English

Communication
communication styles
parents
teacher
primary
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