Parent–teacher relationships in international schools in Cyprus: challenges and opportunities

We examined parent–teacher relationships in international schools Cyprus, using semi-structured interviews to capture the thoughts and perspectives of teachers mothers. The study adds literature on by employing [Goodall, J., C. Montgomery. 2014. “Parental Involvement Parental Engagement: A Continuum.” Educational Review 66 (4): 399–410] theoretical framework. Results revealed a dissonance, among both groups, between desire for meaningful substantial parental engagement with schooling, reality characterised limited involvement. This appears result from structural limitations schools, cultural differences parents. By shining spotlight challenges relationships, we urge researchers find mechanisms strengthen this relationship.