Parent and Teacher Communication: A Case Study in Vietnam - Innovative Management in Information and Production - page 291

Fig. 1 Parents' rating of frequent usage of school communication channels

Tabl e 2 Frequency of subjects parents are interested in during family-school
communication
Subjects of family-school communication

Frequency Percentage

Learning achievement 246 85

Students learning activities 175 61

Student moral conduct evaluation 162 56

Student relationship 139 48 . 3

Students nutritional health 138 48

Student behaviors at schools 107 37

Problems in psychophysiology changes of student 103 36

Parents financial contributions 69 24

Generally speaking, parents want to communicate on their childrens learning and
conduct at elementary schools (Table 2 ).
In reality, Vietnamese teachers and parents pay more attention on Learning
achievement, Student learning activities, and Student moral conduct evaluation.
Parents are less interested in other exchanged subjects including Student behaviors
at schools, Student relationship, Problems in psychophysiology changes of student,
and Parent financial contributions. However to the teachers, there are no significant
differences (see Fig. 2 ).

3.3 Parent Evaluation of the Communication

Parents were asked to rate their satisfaction of the communication in general. Parent
satisfaction was evaluated by the four-point Likert scale (1

= completely unsatisfied,

4 = completely satisfied). The descriptive mean of 3.46 indicates that most parents