Enhancing Teachers’ Sense of Professional Self-Efficacy Regarding Their Abilities to Structure and Manage Effective School-to-Home Communication

Effective school-to-home communication plays a crucial role in fostering productive partnerships between teachers, parents, and students. However, teachers often face challenges in structuring and managing these communication channels, which can hinder their ability to effectively engage with parents and promote student success. This study explores the importance of professional self-efficacy in facilitating successful school-to-home communication. This study presents a review of the literature on school-to-home communication, drawing upon Vygotsky’s social-cultural theory, it explores evidence-based practices and interventions, discussions of potential challenges and barriers, and includes a professional development program that can support teachers in enhancing their self-efficacy and promoting effective communication with parents. This research paper employed an action research methodological design to explore the complex dynamics of school to home communication within an educational setting. By identifying change drivers, applying these drivers to real-life settings, applying solutions, and piloting activities, this study examined teacher self-efficacy in implementing school to home communications practices and ultimately foster stronger partnerships between educators and families to support student success.