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

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.