Estudio de la relación entre el estilo de comunicación docente y la implicación parental en el proceso educativo

The present study analyzed the relationship between teachers’ communication styles and parental involvement in the educational process, which is considered a key element in building a collaborative relationship that strengthens the educational experience, directly supporting students’ learning and holistic development. To this end, a narrative literature review was conducted in five phases: the development of a conceptual framework, information retrieval from databases and bibliographic sources, selection of studies based on inclusion and exclusion criteria, data extraction, and synthesis and conclusions. The most significant findings revealed that bidirectional and empathetic communication improves parental participation; the teacher’s communication style shapes parents’ perceptions of their role; vulnerable family contexts hinder communication; and teacher training is essential for the development of communication skills and the management of relationships with families. It was concluded that the teacher’s communication style is a determining factor for parental involvement. Bidirectional communication strengthens the family–school relationship; communication should be adapted to the families’ sociocultural characteristics to foster more effective parental involvement. Moreover, teacher training is a key factor in improving communication with families, and finally, positive and proactive communication has a direct and beneficial impact on students’ academic performance and well-being.