Parents' perceptions of parent-teacher relationship practices in Dutch primary schools - an exploratory pilot study: A study on parents' perceptions of parent teacher relationship practices in Dutch primary schools

Hélène Leenders*, Carla Haelermans, J. de Jong, Mélanie Monfrance

*Corresponding author for this work

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This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.
Original languageEnglish
Pages (from-to)719-743
Number of pages25
JournalTeachers and Teaching
Issue number6
Publication statusPublished - 2018


  • primary school teachers
  • Netherlands
  • educational practices
  • social class
  • Primary school teachers

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