Abstract
The purpose of this study was to examine barriers that influence parent-teacher communication in K-5 educational settings, with a focus on cultural background, communication methods, and parents’ prior experiences with educators. This study employed a quantitative research design and collected data through a nationwide Qualtrics survey distributed via email and social media platforms. Participants included parents of K-5 students. Findings suggest that most parents feel comfortable communicating with teachers and perceive cultural background and prior experiences as having minimal influence on communication. However, the data also indicate areas for improvement, particularly in the consistency, frequency, and clarity of communication methods used between families and schools. While most participants did not identify cultural background or prior experiences as significant barriers, a smaller subset of responses suggested that these factors still influence communication for some families. Overall, the results highlight the importance of intentional, consistent, and inclusive communication practices in strengthening home-school relationships. This study contributes to a deeper understanding of parent-teacher communication in elementary education and underscores the need for continued efforts to develop communication systems that support the diverse needs of families.
Date Capstone Completed
5-2026
Document Type
Thesis
Degree Name
Masters of Science in Educational Leadership
Department
Educational Leadership
Advisor
Dillon Martinez
Location
Winona, Minnesota
Recommended Citation
Sawicki, Dylan, "Barriers to Effective Parent-Teacher Communication in K-5 Settings" (2026). Leadership Education Capstones. 101.
https://openriver.winona.edu/leadershipeducationcapstones/101
