PARENT-TEACHER COMMUNICATION PATTERNS CONCERNING ACTIVITY AND POSITIVE-NEGATIVE ATTITUDES

Taking dialogue-based communication as a precondition, this study aimed to analyse Estonian parents' attitudes towards the school communication. By using the empirical data from six focus group interviews this study proposes five communication patterns that take into consideration the degree of activity and the positive-negative attitude towards interacting with the teacher. The results showed that parents with low communication activity were concerned mainly about grades and health issues. Active parents were also discussing the feedback and evaluation system. Different patterns would enable teachers to apply different communication strategies to efficiently involve parents in supporting the development of their child.