The Role of Communication in Upper Primary Education: A Mixed-Methods Study of School Relationships

This study examined communication practices in an upper primary school, focusing on interactions among students, teachers, and parents, as well as the role of digital communication in shaping these relationships. The study used a mixed-methods design, integrating quantitative questionnaire data with qualitative, semi-structured teacher interviews. The sample comprised 50 students, 50 parents, and 25 teachers. The questionnaires explored the frequency, forms, and perceived quality of communication, while the interviews provided deeper insights into the relational and emotional dimensions of communication. The findings indicate that communication is generally perceived as functional and supportive, although its quality and reciprocity vary across stakeholder groups. Students emphasized the importance of teacher support but noted a need for more frequent, meaningful personal interactions. Parents regarded communication as essential but reported only moderate satisfaction with its quality. Teachers identified limited time and the increasing demands of digital communication as the primary barriers to effective interaction. Based on these findings, despite well-established communication structures, schools should strengthen opportunities for reciprocal engagement and interpersonal interaction while maintaining an appropriate balance between digital and face-to-face communication. The findings contribute to a better understanding of school communication dynamics and offer practical implications for developing more effective, relationship-oriented communication practices in upper primary education.