@article{article_510769, title={The Communication Barriers between Teachers and Parents in Primary Schools}, journal={Eurasian Journal of Educational Research}, volume={16}, pages={27–46}, year={2016}, author={Ozmen, Fatma and Akuzum, Cemal and Zıncırlı, Muhammed and Selcuk, Gulenaz}, keywords={Schools,teachers,parents,effective communication,communication barriers}, abstract={ <a name="OLE_LINK18"> </a> <a name="OLE_LINK17"> Problem Statement: </a> In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of effective parent-teacher communication in school settings. <o:p> </o:p> <a name="OLE_LINK24"> Purpose of Study: </a> The main purpose of this study is to determine the communication barriers between parents and teachers, based on the views of primary school teachers. This study is seen as important since it addresses the barriers in communication, which is seen as vital for achieving educational aims effectively. Effective communication provides achievement and improvement by providing support to parents, students, teachers, and schools and promoting appropriate environments. <o:p> </o:p> Method: This research is a survey type descriptive study. Due to the stratified and random type sample formation, 850 teachers were considered to be taken into the research sample; however, 514 of the distributed questionnaires were found valid. The data collection tool used was a four-dimensioned scale developed by the researchers themselves. In the analysis of the data, parametric and non-parametric tests were used. <o:p> </o:p> Findings: The findings revealed that teachers experienced “individual” barriers at a “general” level, but other “socio-cultural,” “accessibility,” and “field and status” related barriers at were experienced at the “very rare” level without any significant differences considering the gender and branches of the teachers. However, novice teachers (5 years and less work experience) stated significantly the most individual barriers and the most barriers related to the other dimensions as well. <o:p> </o:p> <span lang="EN-US" style="font-size:9.0}, number={66}, publisher={Özer DAŞCAN}