School-community relationships

Abstract

The purpose of this Action Research Study was to investigate the relationship between high school teachers and community members. This study aimed to explore viable solutions to poor teacher-parent communication. Participants and data collected in Cycle 1 consisted of interviews with high school teachers, grades 9-12, to find out how they communicate with families and include the community in their classroom. Data collection for Cycle 2 began with two focus groups with parents to ask their perspectives on communication with the school. The action step included working collaboratively with teachers in different departments to design curriculum newsletters that shared with parents' what students were learning in the classroom. The themes identified were barriers to parent engagement, ineffective two-way communication, and fostering independence. Research findings suggest that professional development should implement strategies for teachers to better communicate with families, and opportunities should be given to both educators and parents to enhance their digital skills. The findings also indicated that the school should consider streamlining communication channels for more consistent and comprehensive communication.