Using negotiation methods for teachers and parents as a way of resolving disputes between them

Both parents and teachers have a common goal to share in, the enhancement of the child/student as a whole, not only educationally but also socially and emotionally. Communication between them is essential as a collaborative relation is critical to be established. Sometimes parents and teachers have different opinions on issues that concern the child"s performance and behavior in school. They disagree on a child"s assessment, behavior, diligence, participation and sociability in the school"s environment. They use different ways and tactics to solve their disagreement and without knowing it, their manners tend to be close to either one of the main negotiation methods, the positional or the principled one. Considering the attitude of each part as well as the tactics that they use, a third party can identify whether the chosen negotiation type is positional or principled. This study investigates which method is the most commonly used between the different personality types of parents and teachers as well as how this choice affects the communication between the two parts, and consequently the child"s own academic life. The research method entails administering a questionnaire and interviewing both parents and teachers of different socioeconomic and educational levels, whose kids are in primary school. The comparison between the answers of each respondent group will show us how educational level and socioeconomic status affect the negotiation perceptions of parents and teachers.