The experience of empirical analysis of the expectations of modern parents of students from interaction with the teacher

The study aims to identify the expectations of modern parents from interaction with the teacher in order to further improve teacher training in terms of the activities in the system of teacher-parent relations. The article presents the results of an empirical analysis of the expectations of modern parents obtained during a survey in two target groups. The first group of survey participants included parents of preschool children. The second group of respondents included representatives of the modern parental community, whose children are currently enrolled in primary, secondary, or high school. The analysis of the data obtained allowed us to state that not all the expectations of modern parents are taken into account when they interact with teaching staff. The scientific novelty of the study lies in identifying priority areas of professional activity of a teacher implemented taking into account the requests and expectations of modern parents when interacting in the system of teacher-parent relations, such as: planning, organization and control of interaction with parents; involvement of parents in the educational process; psychological and pedagogical education of parents. As a result of the study, common and distinctive positions related to the needs and expectations of the surveyed target groups were identified, which make it possible to improve the quality of teacher-parent interaction in the modern socio-cultural situation.