The ways that primary school subject teachers use to communicate with parents

The aim of this study is to identify the considering andactualization levels of the ways that primary school subject teachers use intelation to communicate with parents.367 subject teachers ( permanent staff and contractual ) working at 56 primary school located in the city center of Düzce in the 2009-2010 academic year formed the population of the study. The study was carried out on the whole population. Among 367 subject teachers, 286 of whom answered the data collection instrument in the study.In the study, suruey method was used and ?The Primary School Teachers? Ways of Communication With Parents Scale Form? developed by Coşkun (2010) was used as data collection instrument in the study.The followings were obtained in the study:1. While primary school subject teachers considered the means to commicate with parents as important ( =4,03), a was actualized at partly level ( =2,95), while they mostly considercd ?parent visits? and ?home visits? dimensions as important, they reported that they usually actualized ? parent visits? and ?home visist? in terms of their actualization levels.2. When their perceptions about considening the importance of means that they use to communicate whit parents is dealt with in therms of their ages, signiticant differences was found at the fourth dimension (parent visits) and fifth dimension (home visits). In terms of gender variable significant difference was found at fourt dimension (parent visits). No significant difference was found in terms of their subject area variable. In terms of post of responsibility, at their schools variable a significant difference was found in the third (correspodence) and fourt dimension (parent visits). In terms of their graduation varibale a significant difference was found in the fifth dimension (face to face communication). In termsof years of experience in the teaching variable a significant difference was found in the fourth (parent visits) and fifth dimension (home visits). In terms of communication course variable, no significant difference was found.3. When their perceptions about their actualizition levels of communication with parents is concerned, in terms of their age variable , a significant difference was found in the third dimension (correspondence). In terms of gender variable, a significant difference was found in the first dimension (face to face communication) and third dimension (correspondence). No significant difference was found in subject area and years of experience in teaching variables. No significant difference was found in all dimension when post of responsibility at their schools and gradution variable are concerned. A significant difference was found in terms of communication course variable at the eight dimension (social-culturel activities).