Here's what's available on RG that can be helpful for you:

https://www.researchgate.net/search.Search.html?type=publication&query=eachers%27%20expectations%20for%20parents%20and%20parents%27%20expectations%20for%20teachers

From my experience, parents are interested in children's grades, so teachers tend to focus more on raising students' grades as oppose to the holistic development of the child: http://www.wholechildeducation.org/assets/content/mx-resources/WholeChild-MakingTheCase.pdf

Best regards,

Debra

Here's what's available on RG that can be helpful for you:

https://www.researchgate.net/search.Search.html?type=publication&query=eachers%27%20expectations%20for%20parents%20and%20parents%27%20expectations%20for%20teachers

From my experience, parents are interested in children's grades, so teachers tend to focus more on raising students' grades as oppose to the holistic development of the child: http://www.wholechildeducation.org/assets/content/mx-resources/WholeChild-MakingTheCase.pdf

Best regards,

Debra

In my view, teachers expect that parents inculcate positive attitude and right value system in the children and prepare them for studies and learning process. Parents expectactions from teacher include conducive environment for learning, lot more focus on a way teaching leads to learning for students and develop required skill sets.

i Think this URL Useful for your research topic:-

PIRLS is a very large international study (reading achievement) that contains questions about how teachers/parents view each other. See https://timssandpirls.bc.edu/pirls2016/index.html

See also http://www.erc.ie/2013/12/31/publications-2013/ and download Eivers, E., & Creaven, A-M. (2013). Home-school interaction. In E. Eivers, & A. ‎Clerkin, (Eds), National schools, international contexts: Beyond the PIRLS ‎and TIMSS test results, 105-128. Dublin: Educational Research Centre.

Parents should not show a negative attitude for the teacher in front of their child rather parent should guide their child about how to respect the teacher. In the same way teacher should take active participation in building moral values within a child with a regular contact with their pare

Dear Pekka

Family education is a permanent theme in Cuban schools. These works that I will gladly send you, maybe they can help you.

https://www.google.com.cu/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwi_jsSnpIrbAhURw1kKHbegC0UQFggmMAA&url=http%3A%2F%2Fwww.cubaeduca.cu%2Fmedia%2Fwww.cubaeduca.cu%2Fmedias%2Fpdf%2F5291.pdf&usg=AOvVaw3u-gtez1toOoEPI7dY7l8n

https://www.google.com.cu/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwi_jsSnpIrbAhURw1kKHbegC0UQFgg0MAI&url=http%3A%2F%2Fbeduniv.reduniv.edu.cu%2Ffetch.php%3Fdata%3D1276%26type%3Dpdf%26id%3D1276%26db%3D1&usg=AOvVaw10vLa0W1kotBz54KOU1D9E

Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH

This last work touches the subject much less directly

Dear@Reinaldo, had made a very important point of family education.

Dear@Sudatta has highlighted about not to show negative attitude.

Well made points. Thanks

For or from

Alahmad, Nidhal. (2014). Gender and Teacher Proffession in Saudi Arabia. In K. Karras, P. Calogiannakis, C.C. Wolhuter, N. Andreadakis(Eds). Gender Issues and Primary Education Teachers: an international research. University of Crete-Pedagogical Deparment of Primary Teachers Education/ C.S.R.H.E.T.P.-Centre for the Study and Research of the History of Education and Teachers Profession , Rethymno, Crete.

Book chapter

Gender Issues and Primary Education Teachers: an international research

2014

Pekka, I have a lot of studies available for you. I can send you the references for my doctorate study. I almost finished my doctorate. Expectations of both parents and teachers was the focus of my doctorate study. Let me know if you are interested. Happy to share my findings with you.

Best wishes,

Geke

congradulations. Thank you for sharing, l love that and would be happy

nidhal

I think sir, you will get more field information, if you recoin the question as studies on teacher's expectations from parents or vice- versa. Sorry if I am wrong.

The following needs to be considered tentatively but in the UK context, you will find teachers being directed to the following:

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/parental-engagement/

This summary can be used as a springboard for the research that underpins it. Would recommend examining the original sources to see where initiatives in parental engagement have taken into account school and parental expectations.

Abstract

Examining Parental Involvement in Impoverished Schools

by

Tara L. Broadus

MEd, Texas A and M University-Commerce, 2008

BS, Texas A and M University-Commerce, 2004

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

December 2016

Abstract

A decline in parent participation in one impoverished Pre-K through Grade 5 school in Texas over recent years has been an ongoing concern for school administrators. The purpose of this instrumental case study was to investigate parent perceptions of the school’s efforts to involve parents in the school. Research questions focused on identifying factors that inhibited parental involvement concentrating on parent perceptions of school efforts. Constructivist theory and the advocacy/liberatory framework formed the conceptual framework for this study. A triangulation method for data collection included parent interviews, teacher questionnaires, and observations of parental involvement activities over 12 weeks. Participants were a typical sampling of 9 teachers and 9 parents. Observations were logged and coded. Teacher questionnaires were thematically coded and used to create probing questions for parent interviews. Interview transcripts were coded, and member checks validated findings. Results indicated that school practices for parent involvement were unclear to parents, inconsistently implemented, and poorly communicated. Parents reported that consistent communication and encouragement could help break down barriers to participation. As a result of these findings, a parental involvement project was formulated including research based goals, a plan for implementation, and a program evaluation. These findings and proposed project could lead to positive social change by assisting local staff to design a parental involvement program that gives parents a voice in school practices and bproviding a model for other schools struggling to involve parents.