Lakhasly

ps://doi.org/10.53656/ped2022-6.09 Research Insights ???????????????Pursuant to the corresponding decree of the Hungarian Ministry of Education and Culture, there are three types of ethnic schools: monolingual schools, bilingual schools and schools teaching Slovak as a separate subject.Keywords: teacher-parent relationship; teacher communication; demographic factors; urban teacher; rural teachers Introduction The population of all European countries include - smaller or larger - national and ethnic groups.Compared to the Hungarian minority living along the borders of Hungary, the Slovaks living in Hungary do occupy a single territory, but are scattered all over the country, forming linguistic islands (Durkovska 2020).TEACHER-PARENT RELATIONSHIPS, FORMS OF COMMUNICATION AND FACTORS THAT AFFECT THEM Dr. Alexander Loziak Centre for Social and Psychological Sciences (Slovakia) Abstract.As the school system has become a crucial factor in maintaining 779 Alexander Loziak the Slovak language and culture, but also the Slovak population in Hungary.The aim of this study is to find out whether selected demographic factors influence teachers' views of the teacher-parent relationship and which the preferred ways of teacher-parent communication are.In this study, we processed data collected in a sample of 139 teachers of Hungarian ethnic schools (i.e. Slovak teachers working in Hungary).According to the findings hereof, teachers from urban areas perceived their relationships with the parents to be more positive than the teachers from rural areas.As handing down Slovak language and culture from generation to generation within the families is gradually fading away, ethnic schools are becoming increasingly important in this process (Durkovska & Kentos 2020).Slovak ethnic education in Hungary currently operates through a school system composed of three different types of schools.Monolingual schools are the ones educating their students in the ethnic language (with the exception of Hungarian and foreign languages).As far as Slovaks living in Hungary are concerned, the task of ethnic Slovak schools is not only to teach the language, but also to maintain national identity.We also found that urban teachers preferred messages more than their rural colleagues.The contribution of this study lies in the fact that it provides a better understanding of the different aspects of the teacher- parent relationships and communication.Most parents want to be more involved in education, however, in practice, it can be challenging to achieve an effective relationship and communication between the parents and the teachers.As gender differences, we found that female teachers preferred messages and telephone calls.As far as age differences are concerned, we found that older teachers preferred individual meetings with parents and open days.In Hungary, there are thirteen national/ethnic minorities.The Slovaks are the third largest ethnic group.Education in one's own mother tongue is one of the key areas of maintaining one's language and ethnic identity.Bilingual schools - akin to their name - provide bilingual education, while 50 % of the lessons are being taught in the ethnic language.?????????????

ps://doi.org/10.53656/ped2022-6.09 Research Insights
Изследователски проникновения
TEACHER-PARENT RELATIONSHIPS,
FORMS OF COMMUNICATION
AND FACTORS THAT AFFECT THEM
Dr. Alexander Loziak
Centre for Social and Psychological Sciences (Slovakia)
Abstract. Most parents want to be more involved in education, however, in
practice, it can be challenging to achieve an effective relationship and communication
between the parents and the teachers. The aim of this study is to find out whether
selected demographic factors influence teachers’ views of the teacher-parent
relationship and which the preferred ways of teacher-parent communication are. In
this study, we processed data collected in a sample of 139 teachers of Hungarian
ethnic schools (i.e. Slovak teachers working in Hungary). According to the findings
hereof, teachers from urban areas perceived their relationships with the parents
to be more positive than the teachers from rural areas. As gender differences,
we found that female teachers preferred messages and telephone calls. As far as
age differences are concerned, we found that older teachers preferred individual
meetings with parents and open days. We also found that urban teachers preferred
messages more than their rural colleagues. The contribution of this study lies in the
fact that it provides a better understanding of the different aspects of the teacher-
parent relationships and communication.
Keywords: teacher-parent relationship; teacher communication; demographic
factors; urban teacher; rural teachers
Introduction
The population of all European countries include – smaller or larger – national
and ethnic groups. In Hungary, there are thirteen national/ethnic minorities. The
Slovaks are the third largest ethnic group. Compared to the Hungarian minority
living along the borders of Hungary, the Slovaks living in Hungary do occupy a
single territory, but are scattered all over the country, forming linguistic islands (Ďurkovská 2020).
Education in one's own mother tongue is one of the key areas of maintaining one's
language and ethnic identity. As far as Slovaks living in Hungary are concerned, the
task of ethnic Slovak schools is not only to teach the language, but also to maintain
national identity. As the school system has become a crucial factor in maintaining
779
Alexander Loziak
the Slovak language and culture, but also the Slovak population in Hungary.
As handing down Slovak language and culture from generation to generation within
the families is gradually fading away, ethnic schools are becoming increasingly important in this process (Ďurkovská & Kentoš 2020).
Slovak ethnic education in Hungary currently operates through a school system
composed of three different types of schools. Pursuant to the corresponding decree
of the Hungarian Ministry of Education and Culture, there are three types of ethnic
schools: monolingual schools, bilingual schools and schools teaching Slovak as a
separate subject. Monolingual schools are the ones educating their students in the
ethnic language (with the exception of Hungarian and foreign languages). Bilingual
schools - akin to their name – provide bilingual education, while 50 % of the lessons
are being taught in the ethnic language. At schools teaching the ethnic language as
a separate subject, students are educated in Hungarian; however, the curriculum
also contains Slovak language and literature, along with “Slovak studies”. At these