The investigation of teachers' views in the teacher-parent negotiation process

The aim of this study is to explore and identify primary school teachers' perceptions of negotiation; the topics addressed during the teacher-parent negotiation process; the effects of this process; the challenges encountered while managing it; the critical aspects teachers pay attention to; and the metaphors they develop regarding negotiation. The study was conducted with 30 primary school teachers working in public primary schools located in the districts of Aksu, Döşemealtı, Kepez, Konyaaltı, and Muratpaşa in Antalya during the 2024–2025 academic year. Participants were selected through the maximum variation sampling method. A phenomenological design, one of the qualitative research methods, was employed. Data were collected through individual interviews using a semi-structured interview form developed by the researcher. The interviews were audio recorded, and the data were analyzed through descriptive and content analysis techniques. The findings revealed that teachers conceptualized negotiation through themes such as idea exchange, mutual agreement, reciprocal communication, problem-solving method, reaching a common solution, and discussion, with "idea exchange" being the most prominent concept. The topics addressed during the teacher-parent negotiation process were categorized under the sub-themes of student, school, family, and inclusive education, with the "student" theme being the most frequently emphasized. Teachers' views on the effects of negotiation were considered in terms of its impact on students, teachers, and parents, including both positive and negative aspects. The most frequently mentioned positive effect was the development of a favorable student attitude toward school. The challenges encountered by teachers were grouped under the sub-themes of parties' expectations and attitudes, communication-related difficulties, power dynamics, and demographic factors, with the first being the most prominent. Teachers' perspectives on the essential elements to consider during the negotiation process were evaluated under the sub-themes of communication skills, emotional and social approach skills, ethical and principled values, and professional competencies. Among these, communication skills were emphasized most. Lastly, the study also examined the cognitive imagery of negotiation through metaphors created by the teachers.