Concerns of pupil's parents about schooling in the first triennium of primary school and the role of teachers

Nowadays there is a lot of talk about the concerns in different areas. Even in schools are common, not only between teachers and students but also among parents. They are often unexpressed, unnoticed or even deliberately ignored. They can be seen to a teacher only if a teacher establishes a relationship with parents, based on trust, active communication and cooperation, and thus with the help of professional competence tries to eliminate or mitigate. The most important is that parents are also willing to establish the relationship with a teacher and cooperate for the good of the child’s holistic development. The basic purpose of the master’s thesis was to find out what concerns children’s parents of the first three years of schooling have for their children. We wanted to know whether the parents express them to such an extent that teachers are aware of and respond appropriately to them. As their knowledge is important to build successfully the relationship and coordination between teachers and parents, we tried to determine what the role of teachers is in abolishing them. The results showed that children’s parents in the first three years of primary school are the most worried about the educational achievements of their children, followed by the concerns related to the welfare of their child in school (acceptability to stress, burdens and violence). It is interesting that teachers know the concerns of parents who believe that parents do not express their concerns to an extent, as they truly care about. Teachers also claim that the educational achievement is the most common concern of parents. Most parents think it is important to discuss concerns with the teacher. In identifying and abolishing the concerns they expect from a teacher rather to establish a relationship of trust and listening. Regarding the participation of parents and teachers both expect from each other the same competence and qualities, such as trust, responsibility, professionalism and sincerity. From the data, we found out that they mostly experience each other as equal partners. They see the reasons for the lack of cooperation in the lack of time and in the impact of negative experiences during the time of their schooling