What parents want from parent-teacher conferences

Abstract

Although parent-teacher conferences are common in most schools, there have
been very few research studies investigating them. The purpose of this study was to
identify what parents want from parent-teacher conferences. The specific goal of the
present study was to identify, through the use of a questionnaire, the components of
conferences that are most valued by parents. One hundred and seventy seven parents
completed a questionnaire and provided feedback about aspects most valued during
conferences. More than half of parents indicated that their child was present during the
conference and all of the conferences followed a teacher-led format. Although parents,
as a group, indicated that they did not know their child's teacher very well, parents were
very positive in describing their conference experiences with teachers. Parents reported
they preferred conferences that allowed them to better understand their child as a whole
,
in many areas of functioning, including academic, behavioral, and social. Results also
indicated that parents think it is important for teachers to be able to answer questions and
provide suggestions for how parents can help their child at home. Contrary to
expectations, parents felt it was somewhat important for teachers to carry out the
conferences with a formal attitude. Although parents ultimately wanted more time for the
conferences, some also endorsed more informal contact with the classroom teacher
throughout the school year. Few parents, however, expressed an interest in
communicating with teachers using more recent forms of electronic communication.
Limitations of the present research, as well as future directions and implications are
discussed.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Linda Leal (Supervisor)